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School Zone Signs Help Protect Children 











SAFETY PROGRAMS 
and ACTIVITIES 

For Elementary and Junior 
High Schools 

By 

FLORENCE SLOWN HYDE 

Formerly Director Denver Post Safety Club 
Author Recreation Manual for Home , School and Community 

and 

RUTH CLARA SLOWN 

Instructor, Wilmette (III.) Public Schools 


BECKLE Y-CARD Y COMPANY 

CHICAGO 


» V\© 


COPYRIGHT, 1931, BY BECKLEY-CARDY COMPANY 
ALL RIGHTS RESERVED 



PRINTED IN THE UNITED STATES OF AMERICA 

flfiR 12 1931 © C1 A 34793 


FOREWORD 


I N a message to the National Safety Congress and Ex¬ 
position at Pittsburgh, Pa., in September, 1930, Presi¬ 
dent Herbert Hoover declared: 

“The death by accidents of almost one hundred thou¬ 
sand persons in the United States is a challenge to the 
resourcefulness of the nation to devise measures to elim¬ 
inate this disastrous loss both of economic assets and of 
precious human values. Most of it is preventable and 
your educational campaigns to teach the methods of such 
prevention are worthy of praise.” 

That Safety training in schools during recent years, to¬ 
gether with children’s Safety clubs promoted widely by 
newspapers and radio stations, has borne fruit is attested 
by the fact that child accident fatalities have increased 
only slightly since 1922, while those occurring to persons 
of all ages have increased 25 per cent. 

To have kept child accident fatalities from increasing 
to any extent, while those occurring to persons over 15 
years have increased tremendously, is a truly worth while 
achievement. But this is only the beginning of what may 
be accomplished through the inclusion of comprehensive 
Safety instruction and well organized pupil Safety activi¬ 
ties in the program of every public, parochial and private 
school in the United States. 

While motor vehicles are shown to have caused 44 per 
cent of all accidental deaths occurring to children from 


VI 


Foreword 


5 to 9 years old, and 30 per cent of those occurring to 
children from 9 to 14 years, reference to detailed acci¬ 
dent facts in Part III reveals that other hazards of child¬ 
hood are sufficiently serious to demand specific preventive 
training. Nor do fatalities tell the whole story of the 
toll taken by accidents of all kinds. Some types of acci¬ 
dents which record comparatively few fatalities rate high 
in physical handicaps, days lost from school attendance, 
economic losses and other undesirable results, though only 
limited statistics are available to prove these facts. 

While accident prevention is the central objective of 
Safety instruction and pupil activities, it is by no means 
the only end that may be attained. 

As a matter of fact no other subject or activity can be 
utilized so successfully as a nucleus around which civic 
consciousness may be developed in a natural way, because 
of the close relationship between Safety problems and the 
child’s daily experiences in the home, on the street, on the 
school playground and in the school building. 

In this book of “Safety Programs and Activities,” it 
has been the aim of the authors to assemble the most im¬ 
portant factual material obtainable from widely scattered 
sources; Safety organization plans approved by experi¬ 
ence of schools in many communities of varying types and 
sizes; and pertinent songs, rhymes, slogans, games and 
stories with which the truths concerning “Safe Ways” may 
be impressed upon the child mind in an interesting and 
attractive manner. 

This book does not purport to be a course of study in 
the ordinary sense in which that term is applied. It at- 


Foreword 


Vll 


tempts rather to bring within reach of every school system 
and every classroom group the materials and tools with 
which may be built on a framework of its own choosing 
the structure that will best meet the needs of the children 
whom it is designed to serve. 

Acknowledgments 

Much of the factual material and many of the slogans, 
rhymes, songs and games are reprinted by permission 
from various publications of the National Safety Council, 
all of which are listed in the bibliography. Access to the 
Council’s extensive library at its Chicago headquarters and 
the gracious assistance of the library staff, and of its head, 
Mrs. Mary Wells, in research work and compilation of the 
Bibliography, are gratefully acknowledged. 

Of especial value was the reading and criticism of cer¬ 
tain portions of the manuscript by Sidney J. Williams, 
director of the Public Safety Division of the National 
Safety Council, and of portions on First Aid, Swimming 
and Life-saving by Dr. H. W. Gentles, Chairman of Com¬ 
mittee on First Aid and Life-saving, Chicago Chapter, 
American Red Cross. 

Publications of the Automobile Club of Southern Cali¬ 
fornia, of the Cincinnati Automobile Club, and of school 
boards and Safety councils in Kansas City, Cleveland, 
Baltimore, Louisville and Worcester were especially help¬ 
ful and are acknowledged as sources of some of the 
slogans, rhymes, songs and games not specifically credited. 

Practically all of the publications listed in the Bibli¬ 
ography served as sources of factual or other material. 


Foreword 


viii 

All copyrighted material reprinted herein is used with 
permission of the original publishers. 

To F. G. Bonfils, publisher of The Denver Post, whose 
devotion to child interests was responsible for that news¬ 
paper’s sponsorship of a Child Safety Campaign extending 
over a period of many months, and to the cooperation of 
parents, teachers and school .children of Colorado and 
other states throughout the Rocky Mountain region, appre¬ 
ciation is due for the opportunity accorded to glean infor¬ 
mation about, develop and carry through many practical 
ideas and plans now passed on to others through the pages 
of this book. 


The Authors 


CONTENTS 


Foreword . v 

Views of Educators .xiii 

As to the place and scope of Safety Education in 
the school curriculum. 

PART I—ORGANIZATION 

How to Organize Safety Work in Schools. 1 

Constitution for a classroom Safety Club—School 
Safety Councils, Departments and Committees—Per¬ 


sonnel of Safety Council or Committee—Work of 
Safety Council—School Safety Patrol Officers— 
Selection and Qualifications of Patrol Officers—Mis¬ 
cellaneous Duties of Safety Patrol Officers—School 
Safety Courts—Safe Ways Honor Roll—Club Buttons 
and Service Awards—Inter-school Cooperation— 
Some Measures by Which Municipal and School 
Authorities Safeguard Children. 

PART II—PROGRAMS 

Programs for General Exercises, Safety Club 
Meetings, School Assemblies and Classroom 
Discussions... 

General Suggestions to Teachers and Safety Work¬ 
ers—General Objectives—Safe Ways Code for School 
Children—Safe Ways Any Place—Safe Ways for 
Tiny Tots—Correlation with Health Teaching—Dis¬ 
miss Children with Safety Thought. 

September. 

General Topic: Using Safety Sense on Streets and 
Other Roadways. 

Program I—Topic: Stop and Look Before Crossing. 
Program II—Topic: Cross Only at Corners. 
Program III—Topic: Do Not Play in Street. 

ix 


27 


36 







X 


Contents 


Program IV—Topics: (A) Traffic Signals. (B) Walk 
on the Left Side of Highway. 

October . 59 

General Topic: Using Safety Sense to Prevent Fires 
and Burns. 

Program V—Topic: How a Good Friend Becomes a 
Deadly Enemy. 

Program VI—Topic: Using Safety Sense to Prevent 
Fires and Burns. 

Program VII—Topic: Using Safety Sense to Pre¬ 
vent Fires in the Home. 

Program VIII—Topics: (A) Using Safety Sense 
after a Fire is Started. (B) Using Safety Sense 
in Halloween Fun. 

November.. 86 

General Topic: Making Our School and Homes 
Safer. 

Program IX—Topic: Using Safety Sense at School. 

Program X—Topic: Safe Ways to Avoid Cuts, 
Scratches and Other Wounds. 

Program XI—Topic: Using Safety Sense to Prevent 
Falls. 

Program XII—Topic: Using Safety Sense with Gas 
and Firearms. 

December . 

General Topic: Using Safety Sense to Insure Christ¬ 
mas Happiness. 

Program XIII—Topic: Safe and Dangerous Toys. 

Program XIV—Topic: Safe Ways with Christmas 
Trees, Decorations and Costumes. 

Program XV—Topic: Using Safety Sense to Insure 
a Happy Holiday Vacation. 

January . 

General Topic: Using Safety Sense to Have a No- 
Accident Year. 

Program XVI—Topic: Safe Ways for a Happy New 
Year. 


109 


121 






Contents 


xi 


Program XVII—Topics: (A) Safe Ways in Winter 
Sports. (B) Suggestions for Substitute Pro¬ 
grams in Warm Climates. 

Program XVIII—Topic: Safe Ways in Winter 

Sports (2). 

Program XIX—Topics: (A) Using Safety Sense to 
Keep from Being Poisoned. (B) Some Safe 
Ways for Schoolroom Play. 

February . 142 

General Topic: Using Safety Sense a Patriotic Duty. 

Program XX—Topic: Courteous Ways are Safe 

Ways for Others. 

Program XXI—Topic: Courteous Ways are Safe 
Ways for Ourselves. 

Program XXII—Topics: (A) Courtesy and Careful¬ 
ness on Busses and Street Cars. (B) Safe Ways 
to Get In and Out of Private Vehicles. 

Program XXIII—Topic: Courteous People Do Not 
Trespass on Railroad Property. 

March . 161 

General Topics: (A) Safe Ways with Electricity. 

(B) Some Safe Ways for Outdoor Play. 

Program XXIV—Topic:. Safe Ways with Electricity 
Indoors. 

Program XXV—Topic: Safe Ways with Electricity 
Out-of-doors. 

Program XXVI—Topic: Some Safe Ways for Out¬ 
door Play (1). 

Program XXVII—Topic: Some Safe Ways for Out¬ 
door Play (2). 

April . 181 

General Topic: Safe Ways for Springtime Joys. 

Program XXVIII—Topics: (A) Safe Ways in April 
Showers. (B) Safe Ways for Our Bird Friends. 

Program XXIX—Topic: Using Safety Sense in Vari¬ 
ous Ways. 





Xll 


Contents 


Program XXX—Topic: Safe Ways with Some of 
Mother Nature’s Gifts. 

Program XXXI—Topic: Safe Ways with Animals. 

May....197 

General Topic: Safe Ways in Public Places. 

Program XXXII—Topics: (A) Cleaning Up for 
Safety and Health. (B) How Safe Ways Save 
Mothers Sorrow and Worry. 

Program XXXIII—Topic: Safe Ways on Public 
Playgrounds and in Parks. 

Program XXXIV—Topic: Using Safety Sense When 
Hiking and Camping. 

Program XXXV—Topics: (A) How Safe Ways 

Honor Our Dead Heroes. (B) National Safety 
Measures. 

June . 216 

General Topic: Safe Ways for Summer Sports. 

Program XXXVI—Topic: Using Safety Sense with 


Water Sports. 

Program XXXVII—Topic: Using Safe Ways for a 
Happy Vacation. 

PART III—PROJECTS AND FACTS 

School Projects. 235 

Community Projects . 237 

Safer Driving—Home Survey—Newspaper Publicity. 
Accident Facts. 240 

With Reference to Programs—Aviation Accidents. 

Bibliography .. ..,. 251 


Course of Study, Textbooks and Periodicals—Cor¬ 
relating Safety Instruction with Other Subjects— 
Psychology of Safety Education—For Vocational 
Schools and Classes—Fire Prevention—For Rural 
Schools—Outdoor Hazards and Conservation of 
Natural Resources—Illustrative Material—Legisla¬ 
tion—Statistics—Motion Picture Films—First Aid 
and Life Saving—Miscellaneous—Addresses. 








VIEWS OF EDUCATORS 

AS TO THE PLACE AND SCOPE OF SAFETY EDUCATION IN THE 
SCHOOL CURRICULUM 

E. George Payne, Professor of Educational Sociology 
in New York University, says in Bureau of Education 
Bulletin No. 32: 

“Obviously the large number of accidents and deaths in every 
community warrants the school in seeking to develop controls 
that will protect the child of to-day and the adult of to-morrow 
against hazards of the complex life of a modern American com¬ 
munity.” 

H. M. Buckley, Assistant Superintendent of Cleveland 
(0.) Public Schools, states in “Safety Syllabus, for Cleve¬ 
land Schools”: 

“What does it profit a child to learn a little arithmetic to-day 
and lose his life to-morrow? If habits of Safety can be taught, 
then such instruction should not be left to accident or given in¬ 
cidentally. Safety involves not only a state of mind, an attitude, 
a point of view, but also some very specific knowledge, skills and 
habits.” 

From the Introduction to the “Course of Study in Safety 
Education,” prepared by E. B. Lefferts, Ella M. Nevell 
and Raymond Pollich, of Los Angeles schools, and pub¬ 
lished by the Automobile Club of Southern California: 

“Children will learn to avoid hazards if they are taught to 
recognize their existence, the nature and the reason for these 
hazards, and if they are allowed an opportunity to develop an 
actual experience in avoiding them. 

xiii 


xiv Views of Educators 

“To assist in the further development of the Safety attitude, the 
child should be allowed to participate in a program which calls 
for the elimination or safeguarding of recognized dangerous con¬ 
ditions. Teachers should keep uppermost in their minds the fact 
that Safety is an attitude of mind.” 

W. W. Clement, Chairman Curriculum Revision Com¬ 
mittee, in the Kansas City (Mo.) “Course in Safety In¬ 
struction”: 

“It is not expected nor desired that Safety work shall be prose¬ 
cuted as something separate and apart from the regularly estab¬ 
lished school activities. Nothing will be found of greater inter¬ 
est and in more vital contact with child life to serve as a basis 
for language activities, whether conversations, dramatic play, 
written or oral stories or debates, than the experiences of the 
children themselves in the field of Safety. It is as interesting to 
figure percentages in Safety as in those of the countinghouse. It 
is as vital to the child to work out a poster or other art form 
with a Safety theme as it is to picturize any other of his exper¬ 
iences. Especially has it been proved that the Safety Council 
organization and the Safety work of the school can serve as a 
nucleus around which civic truths and civic attitudes can be de¬ 
veloped in the most natural way through the personal participa¬ 
tion of the children in the regulation and control of the school’s 
social life.” 

Randall J. Condon, former Superintendent of Schools, 
Cincinnati, in a “Course of Study for Safety Training for 
the Cincinnati Public Schools,” writes: 

“Schools that do not include the teaching of Safety and Acci¬ 
dent Prevention in their curriculum are omitting an important 
educational function. Moreover, in Ohio, such teaching is re¬ 
quired by law, and must not be neglected. 

“How shall it be taught effectively? Not by words only; not 
merely by talking about Safety. By class discussion of accidents, 


Views of Educators 


xv 


their cause and prevention? This phase of teaching has its place, 
but by itself will not result in the formation of the Safety habit. 
Actions must be suited to words, and by repeated right action, 
habit becomes fixed. Nor is it enough to teach Safety incidentally, 
nor entirely in connection with other subjects. 

“Safety must be strongly emphasized; must be made to stand 
out by itself; must have a definite place in the teacher’s program; 
and must then be applied both in action and in connection with 
all other subjects, so that the entire life of the pupil in school 
and out shall be shot through and through with ideals of Safety 
and with safe action. 

“To think in terms of Safety; to avoid unnecessary danger; but 
always to think and act in terms of Safety of others quite as much 
as of our own selves—we must follow this line of teaching if we 
would make our instruction fruitful in terms of good citizenship.” 

Harold Rugg, Professor of Education, Teachers Col¬ 
lege, Columbia University, says: 

“Safety education will become most effective only when its 
ramifications permeate the daily activities of the school. . . . 
Safety education does not wish to create a new subject in an 
already overcrowded and badly organized program of studies. 
Rather it seeks a thorough diffusion of Safety activities—readings, 
games, exercises, drills, pageants, class discussions and debates, 
Safety organizations, what-not—throughout the work of the 
school. By some such program the sponsors of Safety educa¬ 
tion believe that their fundamental conception of an ordered 
world will work itself out in safe and intelligent human con¬ 
duct.” 






















. 









































• 












































. 























PART I 


HOW TO ORGANIZE SAFETY WORK 
IN SCHOOLS 



SAFETY PROGRAMS AND 
ACTIVITIES 


How to Organize Safety Work 
in Schools 

In the teaching of Safety, as in the teaching of any 
subject referring to conduct of the individual, much more 
can be accomplished if pupils are given the fullest possible 
opportunity not only to arrive at conclusions of their own, 
but also to aid in bringing about the practical application 
of those conclusions. 

This desirable end can be brought about best through 
the functioning of a student organization as a recognized 
school activity. The machinery of organization needed 
for carrying through a program of' Safety activities will 
depend largely upon the type and size of group desiring 
to take up the work, and the kind and number of student 
organizations already in existence. 

Student Safety Patrol officers have a practical function 
in every classroom and in every school. Some schools 
limit their Safety organization machinery to a club com¬ 
posed of these officers; but far more can be accomplished 
through a plan which embraces educational activities 
touching the entire student body and thus utilizing the 
services of many pupils engaged in widely varied ac¬ 
tivities. 


3 


4 


Safety Programs and Activities 
Some Successful Plans 

Some of the most successful plans developed in different 

schools include: 

a . For one classroom or a one-room school: 

A Safety Club, with officers and activities determined 
by the ages and number of pupils, location of school 
and hazards most common in the school community. 

A Safety Department in any existing school organiza¬ 
tion, such as the Literary Society, Junior Red Cross, 
Four-H Club, Junior Farmer’s Club, Service Club, etc. 

b. For an elementary school having two or more classrooms 

or a junior high school having home rooms or ad¬ 
visory groups: 

A Safety Council or Committee composed of one or 
more representatives from each classroom, home room 
or advisory group. 

A Safety Department in the Student Council or other 
existing all-school student organization. 

A Service Council composed of president and secre¬ 
tary of each classroom Service Club embracing promo¬ 
tion of various interests such as Health, Courtesy, 
Safety, Thrift, etc. 

c. For a City, Township or County embracing a number 

of separate buildings or districts: 

An Inter-School Safety Council composed of repre¬ 
sentatives from each building or district. 

A Safety Department or Safety Committee in any 
existing inter-school organization that is inclusive in 
scope. 


5 


How to Organize Safety Work 

Constitution for a Classroom Safety Club 

If the pupils of but one classroom or home group wish 
to organize for Safety work, a Safety Club may be formed. 

The following constitution is purely suggestive and may 
be adapted or altered to suit the needs of children forming 
the club, and other local conditions. 

ARTICLE I-NAME 

The name of this club shall be.. Safety Club. 

ARTICLE II-OBJECT 

The object of this club shall be to learn of Safe Ways 
for doing things, and encourage our members to look out 
for their own safety and the safety of others at all times. 

ARTICLE III-MEMBERSHIP 

Section 1 . There shall be two classes of members, 
namely, Active and Honorary. 

Section 2. Active members shall be those pupils in this 
room who believe that Safe Ways are best, and who will 
try to carry out the object of this club. 

Section 3 . Honorary members shall include the 
teacher, parents and others not pupils in this room who 
use Safe Ways themselves and who aid and encourage the 
work of this club and the Safety cause in this community. 
Honorary members may be recommended by any active 
member and accepted by vote of the club. 

ARTICLE IV-OFFICERS 

Section 1 . Officers of this club shall consist of the fol¬ 
lowing: Safety Commissioner, Deputy Commissioner, 



6 


Safety Programs and Activities 


Safety Clerk, Captain of Patrols, and the Safety Guides. 

(Many cities now have a Safety Commissioner who 
directs the work of police and fire departments and all 
oPher activities of the city government in the interest of 
Safety. The title “clerk” is suggested also because this 
is the title used by city and county governments for the 
officer who keeps records. However, the ordinary titles of 
president, or chairman, and secretary may be substituted 
if preferred and will be more suitable in clubs formed by 
younger children. If there are club dues or other funds, 
a treasurer will be needed.) 

Section 2. The Safety Commissioner, Deputy Com¬ 
missioner and Clerk shall be elected by ballot by the active 
members of the club. 

Section 3. The Captain of Patrols shall be appointed 
by the Safety Commissioner with the advice of the teacher. 

Section 4. Any club member over ten years old may 
qualify as a Safety Guide by submitting a letter from his 
or her father or mother or guardian showing that the 
applicant guides two or more younger children to and 
from school regularly. (If the classroom organizing the 
club is composed of children under ten years, this section 
of article may be omitted, and Safety Guides omitted from 
the list of officers.) 

ARTICLE V-DUTIES OF OFFICERS 

Section 1 . The Safety Commissioner shall serve as 
chairman of all club meetings and with the advice of the 
teacher direct the activities of the club in the interest of 
Safety and appoint officers and committees. 


How to Organize Safety Work 


7 


Section 2. The Deputy Safety Commissioner shall act 
as chairman of meetings held in the absence of the Safety 
Commissioner* and assist the Commissioner in any way 
that this officer may desire. 

Section 3. The Clerk shall keep the minutes of all club 
meetings and other club records, including records of 
accidents to club members and those to other persons 
reported by club members, together with information as 
to cause of same. 

Section 4. The Captain of Patrols shall appoint, with 
the advice of the teacher, such patrol officers as may be 
needed for duty in the classroom, on the playground and 
at street or highway crossings. He shall direct these officers 
in the performance of their duties. (See section on “School 
Safety Patrols.”) 

ARTICLE VI-COMMITTEES 

Section 1 . There shall be five standing committees, 
consisting of three members each, namely: Program, Safe 
Ways Code, Safe Play, Information, and First Aid. 

Section 2. The Program Committee shall be respon¬ 
sible for planning the programs for club meetings and 
general exercises. 

Section 3. The Safe Ways Code Committee shall draw 
up Safe Ways as suggested by discussions in club meetings 
or by conditions observed by members of the committee, 
and submit these for adoption from time to time. 

Section 4. The Safe Play Committee shall plan games 
and other safe playtime activities for recess and noon 
periods. 


8 


Safety Programs and Activities 


Section 5. The Information Committee shall collect 
newspaper clippings about accidents and accident preven¬ 
tion, and shall obtain information and material about 
Safety from other sources, for posting on the bulletin 
board and for preservation in a Safety scrapbook or 
library for permanent reference. 

Section 6. The First Aid Committee shall be prepared 
to give First Aid to club members who suffer minor in¬ 
juries, or report serious injuries to the proper persons im¬ 
mediately. This committee also shall give First Aid dem¬ 
onstrations at club meetings or for other programs on 
which First Aid measures are discussed. 

ARTICLE VII-MEETINGS 

It is suggested that regular meetings of the club be held 
weekly, bi-weekly or monthly, according to the preference 
of each group. A good plan would be to hold a regular 
club meeting once a month for the adoption of Safe Ways 
and the transaction of other business, while having one 
Safety Program as suggested in Part II each week, and 
a brief Safe Ways reminder period at the close of 
each day. 

ARTICLE VIII-ORDER OF BUSINESS 

The order of business at each regular club meeting shall 
be as follows: 

1. Meeting called to order by Safety Commissioner. 

2. Club song. 

3. Roll Call by Safety Clerk. (Those present respond 
with a Safety thought, slogan, or jingle.) 


How to Organize Safety Work 


9 


4. Minutes of last meeting read by clerk, and ap¬ 
proved (with corrections, if needed). 

5. Reciting in unison of club motto, Safety yell, or 
some portion of Safe Ways Code that has been previously 
adopted. 

6. Report of Captain of Patrols. 

7. Approval of new Safety Guides as recommended 
in communications presented by Safety Clerk. 

8. Reports of Committees. 

9. Unfinished Business. (Anything that was brought 
up but not disposed of at last meeting. If the matter was 
referred to a committee, it will have been brought up 
under committee reports.) 

10. Miscellaneous new business, such as arrangements 
for the next meeting, naming of special committees, pre¬ 
sentation of names of new honorary members, etc. 

11. Program. 

12. Adjournment. 

ARTICLE IX-AMENDMENTS 

This constitution may be amended by a two-thirds vote 
of members present at any regular club meeting, notice 
having been given at the next preceding meeting as to the 
amendment to be proposed. 

Club Yell 

Who are we? Who are we? 

We are members of the .... S. C. 

Are we careful? Well, I guess! 

Safe Ways! Safe Ways! Yes! Yes! Yes! 


10 


Safety Programs and Activities 


Club Motto 

Safety Always—And All Ways. 

Club Song 

“Join the Safety Ranks.” (See Part II, Program II.) 

School Safety Councils, Departments 
and Committees 

Whether an all-school Safety program is taken up as 
a department of work in an existing student organization, 
or is to be conducted by a separately organized Safety 
Council or Committee, certain officers will be needed for 
the performance of specified duties. 

The following officers are suggested for the average 
elementary or junior high school: A Safety Commis¬ 
sioner , who shall be chairman of the Safety Council, or if 
appointed by the Student Council, director of the Depart¬ 
ment of Safety. 

A Deputy Commissioner, who will preside in the absence 
of the Commissioner and assist this officer in various ways 
that may be deemed desirable. 

A Safety Clerk, who shall be secretary of the Safety 
Council, or Safety Department, as the case may be. In 
addition to keeping the minutes of Safety meetings, the 
duties of the clerk will include the keeping of records of 
Safety activities and projects conducted by the school. 

Safety Guardians —Each room in the school should 
elect a Safety Guardian, whose special task will be to 
assist the teacher with Safety projects in that room, bring 
to the pupils information and suggestions from the Safety 


11 


How to Organize Safety Work 

Council or Safety Department and other sources. The 
Safety Guardian will act as chairman of any Safety meet¬ 
ings held in his room. 

Captain of Patrols and Patrol Officers —The Captain of 
Patrols will direct the work of the Patrol Officers. The 
number of such officers and the duties to be performed by 
them must be determined largely by the size of the school, 
its location with reference to traffic hazards and other local 
conditions. 

(See section on “School Safety Patrols.”) 

Safety Guides —Any pupil who is ten years old or over 
may qualify as a Safety Guide by submitting a letter from 
parent or guardian stating that he or she guides two or 
more younger children to and from school regularly. 

Safety Sponsor —It will be a good plan to designate one 
member of the faculty as Safety Sponsor, who will advise 
with the Safety Council or Safety Department as to activi¬ 
ties, projects and programs undertaken. 

Personnel of Safety Council or Committee 

The Safety Council, Committee or Department may be 
made up of officers listed above, or may be limited to the 
Safety Commissioner, Deputy Commissioner, Captain of 
Patrols and Room Guardians. This will be determined 
by the size of your school and whether or not the group 
meets during school hours. 

In many junior high schools, meetings of the Safety 
Council or Committee are held during the club period. In 
some schools, meetings are held once a week immediately 
after school. 


12 


Safety Programs and Activities 


Work of Safety Council 

Some schools have found it more practical to have rep¬ 
resentatives in the Safety Council or Committee from 
upper grades only (above the third or fourth grade), while 
having a sub-committee that cooperates with teachers of 
the primary grades in any way that may be deemed 
desirable. 

The object of the Council, Committee or Department, 
as the case may be, is to consider problems affecting the 
safety of the pupils and to propose rules or “ways” and 
activities that will promote the safety of these pupils at 
school, on the street, in other public places and at home. 

Frequency of meetings will depend largely on local 
conditions and needs, time available for each meeting and 
other factors which each school must determine for itself. 

The work of a representative group of this kind will 
not accomplish the desired results unless its findings and 
recommendations are carried to the entire student body 
through classroom Safety programs and discussions, or 
frequent assembly programs. The latter should be held as 
supplementary to classroom programs, rather than as a 
substitute therefor. Material provided in Part II of this 
book is suitable for either classroom or assembly use. 
Songs and slogans learned in the different rooms may be 
repeated at assembly programs, held mainly for the pur¬ 
pose of arousing more Safety spirit in the school. 

The following order of business will be suggestive as to 
scope of Safety Council, Committee or Department 
activities: 

1. Meeting called to order by Safety Commissioner. 


How to Organize Safety Work 


13 


2. Safety song. 

3. Roll call by Safety Clerk. 

4. Reciting of motto and yell in unison, or some por¬ 
tion of Safe Ways Code. 

5. Minutes of last meeting, read by clerk, and ap¬ 
proved after any necessary corrections have been made. 

6. Report of Captain of Patrols. (This will include 
information about any hazards discovered on school 
grounds or in the community and any other suggestions 
in the interest of Safety, also the report of the last session 
of the Safety Court and status of the Honor Roll.) 

7. Reports of Room Guardians on work done in their 
respective rooms, recommendations for Safe Ways code, 
names of pupils qualifying for rank of Safety Guide, 
slogans or rhymes written by pupils, etc. 

8. Approval of Safety Guides as recommended by 
Guardians. 

9. Consideration of additions to code and other sug¬ 
gestions brought by Guardians. 

10. Reports of Committees. 

11. Unfinished business. (Any matter that was 
brought up at a previous meeting and not disposed of in 
some way.) 

12. New Business, including arrangements for next 
meeting, plans for Safety Assembly or other all-school 
projects, appointment of new Safety Patrols by Captain 
and approval by Council, suggestions from Safety 
Sponsor. 

13. Safety Song. 

14. Adjournment. 


14 Safety Programs and Activities 

(Committees may include all or part of those suggested 
in Constitution for a Classroom Safety Club (page 7), 
and any others that may be deemed desirable.) 

School Safety Patrol Officers 

The School Boy Patrol Officer plan was originated to 
meet the situation created by motor traffic on streets in the 
vicinity of school buildings, but has been developed by 
many schools so that it now includes Safety Patrol work 
on school grounds and in school buildings. 

The term “Junior Police” has been adopted in some 
cities, but in “Standard Rules for Operation of School 
Boy Patrols,” adopted in 1930 by a joint committee of the 
National Safety Council and the American Automobile 
Association, with representation from the National Con¬ 
gress of Parents and Teachers, and approved by W. J. 
Cooper, United States Commissioner of Education, the 
following statement is made: 

“Patrols should not be charged with the responsibility 
of directing vehicular traffic, nor be allowed to do so, 
other than signaling to a motorist who approaches the 
crossing after student pedestrians have left the curb. 

“Patrols need not, and should not, therefore, be recog¬ 
nized by city ordinance. They must not be termed ‘police’ 
nor organized as such. When a patrol member raises his 
hand to warn a motorist approaching a group of children 
who are crossing the street, he is not directing or con¬ 
trolling the motorist but merely calling his attention to his 
obligation under the law to respect the rights and safety 
of pedestrians*at cross-walks.” 


How to Organize Safety Work 


15 


PLAN OF DUTY 

The rules above referred to outline the position and 
procedure of patrol officers as follows: 

“The patrol member should stand on the curb, not in 
the street, and hold back the children until he sees a lull 
in traffic. When this occurs, he motions for the children 
to cross the street in a group. He still keeps his position 
on the curb, except that if his view of traffic is obstructed 
by parked cars or otherwise, he may step into the street 
a sufficient distance to obtain a clear view, but not more 
than three paces; after the children have crossed, he 
returns to his station on the curb. 

“Where the street is wide or the traffic heavy, there 
should be two patrol boys at the crossing. One operates as 
described in the preceding paragraph, on the side from 
which the children are coming. The other operates simi¬ 
larly on the opposite curb, giving attention to possible 
traffic approaching on that side and assisting the group 
of children to reach that curb in safety.” 

Other suggestions for the operation of School Safety 
Patrols offered herein are in harmony with the standard 
rules from which the foregoing excerpts are taken. 

HOURS OF DUTY 

Patrol officers should be on duty, as assigned by the 
Captain before and after school and during the noon 
hour, for such periods as may be regarded as necessary by 
the school principal. They should leave the building 
slightly in advance of other pupils at dismissal times. 


16 Safety Programs and Activities 

Selection and Qualifications of Patrol Officers 

The Captain of Patrols should be appointed by the head 
of the school Safety organization with the advice of the 
teacher, principal or Safety Sponsor. If there is no Safety 
organization or other student organization, the appoint¬ 
ment should be made by the principal, or in a one-room 
school by the teacher. He should be a boy of unques¬ 
tioned leadership ability, well informed as to Safety prac¬ 
tices, local and state traffic regulations, and the duties of 
his office. 

One or two lieutenants and as many patrol officers as 
local conditions demand should be appointed by the Cap¬ 
tain, with the advice of the teacher, principal or Safety 
Sponsor. These officers should be of a type that will take 
and execute orders faithfully, who will not swagger with 
authority, but maintain an attitude of courteous helpful¬ 
ness toward their schoolmates. Observance of Safe Ways 
at all times is another qualification, and failure to set this 
good example before his schoolmates should be regarded 
as sufficient reason for removal from office. 

Only boys above the sixth grade are permitted to serve 
as patrol officers in Chicago. The standard rules approve 
of the appointment of sixth grade boys to patrol duty in 
schools that do not have higher grades. In some instances 
schools that do not have sixth grade pupils may find it feas¬ 
ible to use younger boys of outstanding qualifications as 
patrol officers, but such appointments must be made with 
special care. Younger boys often serve successfully as 
playground and school building patrol officers dealing only 


Hoiv to Organize Safety Work 17 

with those of their own age or younger. In some instances 
it is practicable to have junior high school boys act as 
patrols for elementary schools that are located in the im¬ 
mediate vicinity. 

While boys usually serve as patrol officers, girls may 
be appointed if deemed advisable. 

Consent of parent or guardian should be given in writ¬ 
ing before any pupil is permitted to serve as a member 
of the school patrol. 

Miscellaneous Duties of Safety Patrol Officers 

In addition to the street traffic duties already outlined 
duties of Safety Patrol Officers may include: 

Keeping pupils from playing in the street or highway. 

Serving on the school playground to prevent dangerous 
forms of play. 

Guarding stairways and performing other traffic duty 
within the school building. 

Reporting violations of Safety rules by pupils. 

Aiding the principal in such other ways as may be 
desired. 

Conducting a Safety Court. 

Reporting hazards found on the school grounds or else¬ 
where in the community. 

IN RURAL SCHOOLS 

Safety Patrol officers in rural schools will fulfill about 
the same duties on school grounds and in the school build¬ 
ing as those listed above. In addition they should provide 
plenty of water for drinking and other purposes, if there 


18 Safety Programs and Activities 

is no well on the school grounds, and may assist the 
teacher in keeping fires and sweeping the schoolroom, if 
there is no janitor. 

Highway duties of rural school patrol officers will in¬ 
clude seeing that the pupils walk on the left side of the 
road, that they do not join hands and stretch across the 
highway, beg rides from strangers, hitch on to vehicles, 
or play in the roadway. 

Seeing that pupils observe Safe Ways for School Bus 
Travel, as suggested in Program XXII, should be included 
in the duties performed by patrol officers of consolidated 
or other schools that provide pupil transportation. 

When no older boys are enrolled in a rural school, older 
girls may serve as patrol officers. 

TERM OF OFFICE 

The term of office should be long enough to insure effi¬ 
ciency of service. Too frequent changes will prevent patrol 
officers from becoming accustomed to their duties. The 
usual term is one semester, during which period a group 
of alternates learn by observation and occasional substi¬ 
tute duty what is expected of patrol officers, thereby quali¬ 
fying for places the next semester, or to fill vacancies that 
may occur during the current semester. 

Serving as a patrol officer should be regarded as an 
honor which is given only to those having high qualifica¬ 
tions of character, judgment and scholarship. 

INSTALLING SAFETY OFFICERS 

Patrol officers and other officers in the school Safety 


19 


How to Organize Safety Work 

organization should be installed with proper ceremonies 
at an all-school assembly. If, as is the case in many ele¬ 
mentary school buildings, assembly facilities are lacking, 
installation may take place at a meeting of the Safety 
Council or other representative student organization, after 
which officers should visit each classroom and be intro¬ 
duced to the pupils with explanation of the work that each 
is to do for the safety of all. 

INSIGNIA AND SPONSORSHIP 

The standard insignia for patrol members is the white 
Sam Browne belt, made of two-inch material. This should 
be worn at all times when on duty. Special badges for 
Captain of Patrols, and Lieutenants, may be worn on the 
left breast or left arm. 

Belts and badges are furnished at cost by many regional 
branches of the American Automobile Association. 

Standard belts also may be purchased from the National 
Safety Council, 20 North Wacker Drive, Chicago, and this 
organization will furnish prices on request. 

It is suggested that black raincoats and hats be provided 
for patrols to wear in rainy or stormy weather; when these 
are used, the white belt should be worn outside the coat. 

Supplies for Patrol officers and for other Safety work 
in schools are furnished in many cities by local Motor 
Clubs, Safety Councils, Chamber of Commerce or other 
civic organizations. Parent-Teacher associations also spon¬ 
sor this work in many communities, particularly in smaller 
towns and rural districts. 



20 Safety Programs and Activities 


Courtesy Rockford (III.) Newspapers, Inc. 

Conducting a Junior High School Safety Court 

Left to right: offender, judge, court bailiff, patrol officer (testifying) 

School Safety Courts 

The Safety Court may be conducted by the Patrol Offi¬ 
cers and presided over by the Captain of Patrols or by a 
judge named by the Safety Commissioner with the advice 
of the principal or Safety Sponsor. Or the Safety Court 
may be conducted as a project by a class in civics. 

In any case, the Safety Court should be patterned after 
a regular justice of the peace or police court in your com¬ 
munity, with such court officers and procedure as are found 













21 


How to Organize Safety Work 

therein. The right of jury trial should be accorded on 
demand of an offender, as in any court, but this will not 
be demanded often, if the pupils have confidence in the 
fairness of the “judge.” 

When the Safety Court convenes, a list of offenders to 
be tried is furnished to the judge by the clerk of the court, 
to whom reports have been made by patrol officers who 
have “arrested” offenders, or by students who have filed 
complaints. 

The judge takes up the cases one by one, calling on 
each offender to plead guilty or not guilty and make any 
statement he desires in his own behalf. The officer or wit¬ 
ness who made the report is called upon for further infor¬ 
mation or “testimony,” if the judge deems this necessary. 
If a mistake has been made in charging an innocent person 
with an offense, the judge will pronounce a verdict of not 
guilty. 

If the judge feels that there are some extenuating cir¬ 
cumstances, the case may be held over and no action taken 
against the offender pending good behavior. 

Suitable penalties for various offenses may be worked 
out by the patrol department and approved by the Safety 
organization, or student council and the teacher or prin¬ 
cipal. One minor offense may be sufficient to keep the 
name of the offender from the Safe Ways honor roll of 
his room for one week, while a major offense may keep his 
name off the honor roll for a longer period. 

In some schools the Safety Court is given authority from 
the school principal to sentence offenders to remain after 
school for a prescribed period on one or more days, ac- 


22 


Safety Programs and Activities 


cording to the seriousness of the offense. The advisability 
of giving over to pupil officers such disciplinary powers 
must be determined by each principal, whose own 
resourcefulness will no doubt suggest other ways and 
means for impressing pupils with the seriousness of their 
failure to observe Safety practices, without relinquishing 
too much of his or her own disciplinary authority. 

Safe Ways Honor Roll 

At the outset all of the pupils who subscribe to the prin¬ 
ciple that Safe Ways are best and who agree to try to 
further the object of the Safety Club or Council are placed 
on the Safe Ways Honor Roll. 

Failure to observe any of the Safe Ways as adopted for 
the practice of pupils may be sufficient to take a name off 
the honor roll for a certain period ranging from one day 
to one week or more. Some Safety practices are more im¬ 
portant than others and violations should be judged ac¬ 
cording to their seriousness. 

In the teaching of Safety, as in the teaching of behavior 
standards related to other habits and practices, the teacher 
should remember that the children must learn to exercise 
a certain amount of judgment, and how to differentiate be¬ 
tween rules which must never be broken and those which 
are to be observed as a given situation may demand. 

If the school does not have a Safety Court, the procedure 
with reference to reporting violations and calling offenders 
to account as outlined for a Safety Court may be followed 
in any one room, or by a Safety Club organized by one 
classroom. 


How to Organize Safety Work 


23 


In carrying out the Safety Court or Honor Roll plan, 
or both, schools are cautioned against over-encouragement 
of tattling and tale-bearing. 

Club Buttons and Service Awards 
Buttons for members of Safety Councils and Clubs are 
greatly liked by children and serve as reminders of the 
importance of observing “Safe Ways” at all times. See 
Bibliography for sources of supplies. 

Special certificates of service are awarded by the Auto¬ 
mobile Club of California to those serving as members of 
Safety committees and Safety patrols in the schools of 
Southern California. This special certificate plan is used 
in some other localities, while many schools include par¬ 
ticipation in Safety organization work in the list of activi¬ 
ties for which citizenship, or general service awards are 
presented at the end of each semester. 

Inter-School Cooperation 
In some of the larger cities where Safety work has been 
effectively carried on by the schools, Inter-School Safety 
Councils meet at intervals during the school year to ex¬ 
change ideas about practical plans that have been worked 
out in different schools, and to consider Safety problems 
of city-wide importance. Another function is to arrange 
for at least two big Safety rallies in some large, centrally 
located auditorium during the year. 

In order that teachers may exchange ideas and infor¬ 
mation, many teachers’ organizations have Safety commit¬ 
tees and set aside an occasional meeting for the discussion 
of problems related to Safety education. 


24 


Safety Programs and Activities 


Some Measures by Which Municipal and School 
Authorities Safeguard Children 

School Zone signs placed conspicuously with definite 
regulation as to what is the “slow” rate of speed. 

Traffic policeman or signal lights at all heavy traffic 
crossings near schools during the periods just before school 
opens in the morning and immediately following after¬ 
noon dismissal. Also during noon hour, if many of the 
pupils go home for lunch. 

Pedestrian tunnels under heavy traffic streets. Los 
Angeles has built 42 such tunnels to safeguard its school 
children and has found the expense less in the long run 
than providing traffic policemen at dangerous crossings. 

Routing through traffic on other streets than those near 
school buildings. 

High fences around playgrounds, or pending erection 
of fences, barricades are placed to prevent traffic on side 
of street next to playground. (See illustration.) 

Closing off side streets during certain periods for use 
as school playgrounds, coasting and skating places. 

Keeping school buildings and all school furnishings and 
apparatus in good repair to guard against fires, falls, ex¬ 
plosions and other accidents. 

Fire drills sufficiently frequent to insure a calm and 
efficient exit from the building in the event of a real fire. 

Chemical fire extinguishers within ready access to 
every part of the school building. 

Adoption and enforcement of standard Municipal traffic 
regulations and other Safety laws. 

Teaching swimming in schools and conducting “learn- 


Playground Barricade Protects Children 

Some cities place barricades in the street to prevent driving on the side next to the playground. 










26 


Safety Programs and Activities 


to-swim” and life-saving campaigns at all public beaches. 

Providing Life Guards at all public beaches during the 
swimming season. Posting danger signs near any unsafe 
places in which children are likely to go swimming or 
wading. 

Prohibiting of swimming where there may be contami¬ 
nation from sewage. 

School executives or community leaders may obtain 
additional information and advice about carrying out any 
of these measures by addressing the National Safety Coun¬ 
cil and referring to other agencies and publications listed 
in the Bibliography. 


PART II 


PROGRAMS FOR GENERAL EXERCISES, 
SAFETY CLUB AND COUNCIL MEETINGS, 
SCHOOL ASSEMBLIES AND CLASSROOM 
DISCUSSIONS 



Programs for General Exercises 

Suggestions to Teachers and Safety Workers 

Ignorance, lack of skill, thoughtlessness, carelessness or 
recklessness are responsible for all accidents resulting 
from human acts. Lack of information as to dangers pres¬ 
ent in different situations and places, lack of skill in mus¬ 
cular control and in the handling of objects, tools and 
machinery, failure to take measures that will eliminate 
removable hazards, failure to stop and think before act¬ 
ing, and the present-day tendency of both children and 
grown-ups to run risks with known dangers in the interest 
of speed, or as a demonstration of bravado or egoism, 
constitute the aspects of behaviorism with which educa¬ 
tion in Accident Prevention must deal. 

On Using Program Material 

Have children draw and color the posters as seat work 
or free-period occupation during the month. Select best 
one to be hung up as permanent reminder. 

Make additional posters by cutting pictures from maga¬ 
zines and newspapers. 

Given children an opportunity to make up new slogans, 
jingles, rhymes or songs for each topic. 

Have children shorten rules given from time to time. 
For example, those given for September may be shortened 
as shown in the lines that follow. 

29 


30 Safety Programs and Activities 

Stop and Look 

Cross at Corners 

Go Straight Across 

Don’t Play in Street or Alley 

Obey Signals 

Walk on Left Side of Road 

Make it a point to save enough time at the end of each 
day to give the children a Safety reminder just before 
dismissal. Sing a Safety song, repeat a Safety rule, slogan, 
or jingle, or rhyme, or yell. 

Encourage pupils to write Safety stories, poems and 
compositions as a part of their regular work in language 
or civics. 

Have a Safety bulletin board on which are posted clip¬ 
pings about accidents, Safety material obtained from any 
isource, posters and other work of the children. 

At the close of each weekly program make announce¬ 
ments about the next week’s program and appoint those, 
who are to give one-minute talks, recite slogans, jingles, 
rhymes and poems, or otherwise take part. 

If the programs are used for all-school assemblies, each 
room should have a representative on each program, and 
in the case of pupil discussions of any topic, the summa¬ 
rized views from each room may be brought to the assem¬ 
bly by a representative appointed by the pupils. 

In those schools where it seems impracticable to hold a 
Safety assembly oftener than once a month, selections for 
this program may be made from the four programs, with 
follow-up programs and daily Safety thoughts in each 
classroom on the topics for that month. For this reason 


Program Suggestions 31 

the Safety assembly should be held near the first of each 
month. 

General Objectives 

While objectives of Safety instruction and activities 
necessarily vary somewhat in different grades and in rela¬ 
tion to different hazards, the following may be regarded 
as general objectives. 

To develop: 

1. An awareness of dangers which may be encountered 
in life situations either now or later. 

2. The right attitude toward Safety measures. 

3. An appreciation of: 

(a) how keeping safe contributes to happiness. 

(b) efforts made by the government and other 
agencies in the interest of Safety. 

(c) respect for those charged with enforcing Safety 
laws. 

4. Specific knowledge of Safe Ways by which danger 
may be avoided. 

5. Knowledge of what to do to help one’s self or others 
when accidents occur. 

6. Skills and habits necessary to avoid danger and pre¬ 
vent accidents. 

7. A feeling of responsibility for the safety of others 
even when this involves risking one’s own safety. 

8. Civic consciousness through participation in efforts 
which make conditions within one’s control more safe for 
oneself and others. 

In attaining these objectives each school system and 


32 


Safety Programs and Activities 


each classroom group must follow the plan that fits its own 
structure best. 

The programs offered here may be utilized in many 
different ways, in whole or in part, as the comprehension 
and needs of the group may dictate, and the time available 
may afford. 

While seasonal hazards and interests have served as a 
guide in arranging the topical sequence, varying climatic 
conditions will make it feasible for many schools to use 
certain programs in different months than those for which 
they are designated, and in some instances to omit them 
entirely. 

Factual material and other subject matter offered in 
different programs varies in extent according to the 
amount of important information which it was felt each 
topic demanded, rather than being limited to that which 
might be presented during a given number of minutes 
allotted for a general exercise, assembly program or other 
occasion. Programs, whenever presented, should be sup¬ 
plemented by classroom discussion, investigation and 
evaluation. 

Safe Ways Code for School Children 

Children should not be asked to swallow whole the Safe 
Ways suggested in each program. They should discuss 
these fully, change them to suit local needs and conditions, 
suggest additional Safe Ways related to any given hazard, 
and formulate their own Safe Ways code. 

This code may be summarized under different classifi¬ 
cations as follows: Safe Ways at Home, Safe Ways at 


Program Suggestions 33 

School, Safe Ways on Streets, Highways and Other Road¬ 
ways, Safe Ways in Other Public Places, Safe Ways Any 
Place. 

Safe Ways Any Place 

Acceptance of the following Safe Ways for Any Place 
is a desirable outcome of the consideration of subject mat¬ 
ter included in these programs: 

1. I will remember that Courteous Ways are Safe Ways. 

2. I will learn how to use First Aid in accidents and 
emergencies. 

3. I will look out for the safety of others as I would 
like to have them look out for my safety. 

4. I will try to prove that I am a good citizen by using 
Safe Ways at all times and everywhere. 

Safe Ways for the Tiny Tots 

As the topics covered in the programs offered in Part II 
are considered, Safe Ways suggested for younger children, 
and additional Safe ways, resulting from classroom dis¬ 
cussions, may be classified under the following headings: 

Things I do for safety. 

Things I do not do in order to keep safe. 

Places where I do not play. 

Things I do not play with. 

Things I do not touch. 

Things I keep away from. 

Things I am careful about. 

Things I do not put in my mouth. 


34 


Safety Programs and Activities 

Correlation with Other Subjects 

Safety ideas may be utilized and further developed in 
oral and written language work. Slogans, rhymes and 
songs here offered will afford suggestions for the develop¬ 
ment of original material of this kind. 

Safe Ways and unsafe practices may be illustrated by 
original drawings and posters and through the develop¬ 
ment of projects of various kinds, such as are suggested 
in Part III. 

• Refer to Bibliography for sources of illustrative 
material. 

It is generally recognized that the subjects of Health 
and Safety are closely related and therefore should be 
correlated in the school curriculum. However, subject 
matter on Health topics, and suggestions for correlation 
of Safety topics with Health lessons, are not included in 
this book, as the inclusion of such subject matter would 
constitute duplication of material already easily available 
to all teachers, while pertinent correlations will readily 
suggest themselves when making use of the Accident Pre¬ 
vention material offered herein. 

Correlations with citizenship training, physical educa¬ 
tion, social and general science courses or manual arts are 
suggested in some of the programs and others will suggest 
themselves to teachers who look over the subject matter 
offered here. 

Teachers or school Safety organizations planning to use 
programs would do well to look through them at the outset 
and send for any supplementary material in the way of 


Program Suggestions 


35 


government bulletins and other publications suggested, so 
that they may have this material in case a use is found for 
it when the programs are presented, or at some future 
time. 

While it is impossible to avoid a certain measure of 
negative instruction in order to give meaning to the posi¬ 
tive phases of Safety, it is not necessary to stress con¬ 
stantly or too vividly the gruesome and horrible. Danger 
exists and will do physical harm if not avoided, but the 
thing to be stressed is the positive fact that harm can be 
avoided, rather than the awful results if it is not avoided. 

Dismiss Children with Safety Thought 

More children are hurt in street traffic accidents between 
4 and 5 p. m. than during any other hour of the day. Much 
good will be accomplished if in each classroom enough 
time is saved at the end of each day to give the children 
a Safety reminder just before dismissal. This may be done 
by repeating some slogans or rhymes, or singing a Safety 
song. 


SEPTEMBER 


General Topic: Using Safety Sense on Streets and 
Other Roadways. 

PROGRAM I 

Safe Way No. 1. I stop and look all ways and wait 
until the way is clear before crossing any street or other 
roadway. 

Why This Safe Way Is Important 

1. See Part III, Accident Facts for Program I. 

2. Find out from your police department how many 
pedestrian motor vehicle accidents occurred at street inter¬ 
sections in your city during the past year, and the number 
of deaths caused by such accidents. If detailed accident 
reports are not kept by your police department or other 
department in your city or village government, information 
about accidental deaths may be obtained from your county 
clerk, unless your state is one of the few that does not 
require registration of deaths with information as to cause. 

Questions for Discussion 

If program is used for upper grades, or all-school assembly, 
these questions may be given out in advance to certain pupils 
who will be called upon for one-minute discussions thereon. 

In the primary grades and kindergarten, the first four questions 
may be discussed informally with the children. An excursion to 
the nearest busy intersection and a practical lesson in how to 

36 


September Programs 37 

wait for a clear crossing impresses this rule upon their minds. 

1. What is meant by looking all ways? 

2. Why should this rule be practiced when crossing a street 
or other roadway on which there is little travel? 

3. What other roadways do pupils of this school cross, besides 
streets? (Highways, alleys, driveways.) 

4. If a car is some distance from the corner, but is traveling 
toward the crossing at a rapid rate, is it safe to try to go across? 

5. What do our local and state traffic laws say about speed 
limits? What are the laws for slowing down in school zones? 

Your local chief of police or village marshal can supply infor¬ 
mation about local traffic laws, and tell you where to obtain a 
copy of your state traffic laws. Most states issue these laws in 
pamphlet form for the information of motorists. 


Slogans and Jingles 
A word to the wise—use your eyes. 

Care beats dare everywhere. 

Stop, look and listen! 

Before you cross the street. 

Use your eyes, use your ears, 

And then use your feet. 

Little Jack Horner stood at the corner, 
Watching the traffic go by; 

And when it had passed, he crossed over at last, 
And said, “What a safe boy am I!” 

THE SAFE WAY 

If we are crossing where there is traffic, 
Onward we walk. 

When we have safely reached the other side, 
Then we may stop to talk. 


38 


Safety Programs and Activities 


We must look to left and right, 

But not take in the sights; 

Just think of getting over safely, 
Watching the traffic lights. 

Songs 

TAKE A LONG LOOK 
Tune: Tipperary 

Take a long look at every crossing, 

Take a long look around. 

Take a long look at every crossing 
Where the auto horns resound. 

Make “Safety Sense” your slogan! 
Watch your step with care. 

Take a long, long look at every crossing, 
For there’s danger there. 

CROSSING THE STREET 
Tune: Auld Lang Syne 

If you are bright, you’ll look around 
Before you cross the street; 

For if you don’t, it’s almost sure 
An accident you’ll meet. 

You must not think of something else, 
But keep upon your mind 

The fact that in the street these days, 
Much danger you will find. 

Look left and cross to center, then 
A pause and look to right; 

If all is clear, why, go ahead, 

For you have won the fight. 

Walk right along but do not run, 

For you might trip and fall; 

To hurry up and race across 
Would never do at all. 

—Massachusetts Safety Council 


September Programs 


39 



Photo by Marshall S. Hyde 

Singing Game Teaches Safe Ways 

This group was photographed while playing the first round of the sing¬ 
ing game “We’ll show you how we cross the street.” 

WE’LL SHOW YOU HOW WE CROSS THE STREET 

The familiar game of “Mulberry Bush” may be adapted 
to teach Safe Ways for crossing the street. For the first 
round, children form circle, holding hands, and dance 
around while singing: 

We’ll show you how we cross the street, 

We cross the street, we cross the street. 

We’ll show you how we cross the street, 

On our way to school in the morning! 

For the second verse, the circle separates into two lines 
facing each other, singing and going through the proper 
motions: 

We’ll look to the left, then look to the right, 

We’ll look to the left, then look to the right, 

We’ll look to the left, then look to the right, 

Then straight across we’ll be going. 





40 


Safety Programs and Activities 


On the last line children from either side march across 
the space between, being careful to pass each other on the 
right. Verses illustrating other Safe Ways may be added 
from time to time, making this an all-purpose Safety 
game. 

In this connection explain to the children that the rule 
for both cars and people when passing each other any 
place in this country is, “Keep to the right,” the only 
exception being the one with reference to walking on the 
left side of a highway and stepping to the left, when meet¬ 
ing a car (as explained in Program IV). However, the 
rule in many other countries, including Canada and Eng¬ 
land, is, “keep to the left,” which may confuse children 
whose parents are from other countries, if the difference 
is not explained. 


PROGRAM II 

Topic: Safe Way No. 2. I cross streets only at corners 
and go straight across. 

Why This Safe Way Is Important 

1. See Accident Facts for Program II, Part III. 

2. Find out how many injuries and deaths have been 
caused in your community in pedestrian accidents where 
this Safe Way was not observed. Ask pupils to report on 
any accidents of this type of which they have first-hand 
knowledge, or of which they have learned through news¬ 
paper accounts or otherwise. 


September Programs 


41 


Questions for Discussion 

In upper grades, different pupils to whom these questions have 
been assigned in advance may give one-minute talks thereon. 

1. Why does anyone cross a street in the middle of the block 
instead of going to the corner? 

2. Why is it safer to cross a busy street at the regular crossing? 

3. Why is it dangerous to cut across the street intersection 
diagonally? 

4. If there is little traffic on a street, how may one be sure 
that a safe crossing may be made without going to the corner? 

For Younger Pupils 

The meaning of the words “diagonal,” “intersection” and 
“pedestrian” should be explained to younger children and 
demonstrated by taking them to a corner, and by having them 
make drawings of street intersections. Such a drawing may be 
made with chalk on the schoolroom floor, with lines drawn in 
white to represent the cross-walks to be used when going straight 
across, and red (danger) lines to represent various ways in 
which people cut corners unsafely. 

To impress upon the children that very little time is saved 
by cutting across an intersection, take them to a corner that has 
very little traffic, and time the two ways of crossing the street. An 
excellent way to demonstrate that very little time is saved by 
crossing in the middle of a block, is to have a pupil walk rapidly 
from such a point to the corner, cross the street and walk back 
on the other side of the street to the corresponding point. 

Slogans and Jingles 

Jay walking is a shortcut—to the hospital. 

Lose a minute—but not your life. 

JAY-WALKING JACK 
Little Jack Horner, “jay walking” the corner, 

Was hit by a passing ’mobile; 

Poor Jack didn’t know which way it would go 
Till the fender in pain he did feel. 


42 


Safety Programs and Activities 


Now Jack lies abed, with a pain in his head, 

Which sometimes feels like it would burst. 

He will jay-walk no more, but will learn o’er and o’er, 

The rules that will bring Safety First. 

Song 

JOIN THE SAFETY RANKS 
Tune: Auld Lang Syne 

Come join the ranks of Safety now 
And bring some more along, 

For we are true life savers and 
We want you in the throng. 

Chorus 

So learn your slogans, don’t forget 
To listen, look and wait; 

Each one a guide unto himself, 

Will be a Safety gate. 

We’re one and all for Safety 
Among the young and old, 

For lives are far more precious than 
Indemnities of gold. 

We’ll rally round our Safety Club, 

And keep our standards true; 

Then lives will be more plentiful, 

And accidents be few. 

Safety Game 

“Crossing the Street” is a safety game which chil¬ 
dren will enjoy. Draw a street intersection on the floor, 
with lines to indicate a cross-walk on each side of the 
street. Players are divided into two groups, one group lin¬ 
ing up on each side of the street but facing opposite direc- 


September Programs 43 

tions. Play a lively march on a phonograph or any musical 
instrument. Players walk (not run) in an orderly man¬ 
ner across the street, being careful to keep within the 
cross-walk lines. Whenever the music stops suddenly, 
anyone who takes a step across the “curb,” instead of 
stopping instantly, must take his seat. Players who have 
started across may continue on across, but other players 
remain wherever they were when the music stopped. 
Players march across the street in two directions only 
and continue marching when the music again starts, each 
file following the other. The group that has lost the few¬ 
est players at the end of a given game period, wins. 

First Aid Measures 

Primary Grades 

Every child who is old enough to attend school should 
be able to give his own name and address and his father’s 
first name, promptly and correctly. The name of the 
parent or other person with whom a child lives is espe¬ 
cially necessary in small towns and rural sections, where 
street names and numbers do not figure. This is also help¬ 
ful in reaching a child’s home by telephone, as a small 
child can remember his father’s name more easily than 
a telephone number. However, children who are old 
enough to do so correctly should be taught to memorize 
their home telephone number, or that of the nearest 
neighbor. 

Middle and Junior High Grades 

Discuss what to do to get aid as quickly as possible for 


44 


Safety Programs and Activities 


a person who has been hurt by ah automobile. Find out 
whether your city or village has a department that gives 
emergency aid, ambulance service, etc. If not, find out 
what procedure is best to get prompt aid. Do you know 
the name of your nearest hospital and its location? Do 
you know the name of a doctor, or how to call a doctor in 
an emergency? Usually the driver of the car that struck 
the injured person, or some passing motorist is ready to 
help in every possible way, but may not know where the 
hospital or nearest doctor is located. 

First Aid Kits 

Temporary aid could be given in many instances to 
better advantage, if every motorist carried a First Aid kit 
in his car. Pupils whose parents have cars may carry this 
suggestion home. 

First Aid kits varying in contents and size are on sale in 
many drug stores, or may be obtained from any local chap¬ 
ter of the American Red Cross. Some people prefer to buy 
the necessary contents separately and assemble their own 
kit in a suitable box. 

The official Boy Scout First Aid kit is small enough to 
be carried by a hiker, though containing sufficient supplies 
for ordinary emergencies. These supplies may be pur¬ 
chased in any good drug store and are as follows: 

One tube First Aid for burns, 1 tube soap solvent, 1 
mercurochrome swab, 3 tubes of aromatic inhalant, which 
also may be used for insect bites, 1 envelope of mercuro¬ 
chrome gauze, 1 gauze bandage (1 in. x 6 yds.), 1 gauze 


September Programs 45 

bandage (2 in. x 6 yds.), 1 roll adhesive plaster (1 in. 
x 1 yd.) 

Motorists should carry reserve supplies of sterile gauze 
and bandages, which prove of great value in cases where 
several persons are injured in an accident. Other First 
Aid supplies should be carried by motor tourists who are 
traveling some distance from a doctor. First Aid supplies 
kept in the home may well include some additional use¬ 
ful remedies and supplies which cannot be carried easily. 
Those who prefer to assemble their own kits or purchase 
those offered in drug stores would do well to get advice 
from the Red Cross as to essential contents in the way of 
supplies and remedies. 

Keep an instruction book in your First Aid kit and in 
the home medicine cabinet. Refer to Bibliography in 
Part III for sources of such books, or make one of your 
own as suggested under “Projects,” in Part III. 

Such First Aid measures as should be known to all, and 
which boys and girls in the middle and junior high school 
grades readily learn and utilize, are included in certain 
programs in this book, for discussion with topics to which 
they are naturally related. 

When discussing First Aid measures, make sure that all 
pupils understand the meaning of the following terms: 
sterile, disinfect, antiseptic, shock, hemorrhage, hot and 
cold applications, and other terms used in this connection. 

PROGRAM III 

Topic: Safe Way No. 3. I do not play in any street or 

other roadway. 


46 


Safety Programs and Activities 

Why This Safe Way Is Important 

1. See Accident Facts for Program III, Part III. 

2. Street baseball involves another hazard that is some¬ 
times overlooked. This is the danger to other pedestrians 
and passing motorists. Not long ago the author of this 
book was riding with relatives in a car which was being 
driven down a heavy traffic street, when a baseball came 
hurtling through the open window of the car, striking a 
little boy on the side of the head between the eye and 
temple. Though stunned, the child was not seriously in¬ 
jured; but, had the ball hit him in the temple, he would 
surely have been killed, while had it struck him a frac¬ 
tion of an inch in the other direction, he might have lost 
an eye. Investigation revealed that a group of young men 
were playing baseball in a side street, just off the street 
on which our car and hundreds of others were traveling. 
(Refer to Program XXIX for Baseball Safe Ways.) 

3. Get Accident Facts report or interview from local 
police department chief or other official showing serious¬ 
ness of street play in your community. 

Questions for Discussion 

If this program is used at an all-school assembly or a Safety 
Council meeting in which two or more classrooms participate, 
discussion questions may be given out a week in advance, and 
information furnished by pupils during a general exercise or 
language period, then summarized and brought to the larger 
meeting by representatives selected in each room. 

It would be well to have the summarized list of safe places for 
play written on the blackboard, if the program is given in a class¬ 
room, or duplicated and given to each teacher for this purpose, 


September Programs 47 

if program is given at an assembly attended by two or more 
classrooms. 

Attention should be called to the fact that playing in alleys 
or driveways often proves as dangerous as playing in the street. 
Delivery trucks use alleys, and drivers of these usually are in a 
hurry about making their rounds. 

Many small children have been killed or seriously injured as 



Courtesy National Safety Council 

Watch Garage Doors and Driveways! 

More than one child has been seriously hurt or killed as the result of 
stepping behind a car that was being backed out of a garage. 

the result of playing in a garage driveway, or stepping behind a 
car which was being backed out of a garage into a driveway or 
alley. In such instances the child is too small and too near the 
back end of the car for the driver to see him in his mirror. A 
supplementary Safe Way that is especially important for younger 
children is: 






48 


Safety Programs and Activities 


I stop and look both ways before stepping into a garage drive¬ 
way or passing a garage that opens into an alley. 

If you feel the need of having some discussion on “Safe Ways 
with Playground Apparatus” at this time refer to Program 
XXXIII. 

1. Ask pupils to tell of ways in which they have played in 
a street, alley, or highway, and ways in which they have seen 
others playing in such places. 

2. Why was street used in each instance? 

3. What safe places were available for the same forms of 
play? 

4. Do you know of any child who was injured or killed 
while playing in a street or other roadway? 


Slogans and Jingles 

The world is so full of good places to play, 

I’m sure we should stay off the street every day. 

Dangers abound, where motors sound. 

In roadways I will never play; 

I have no leg to give away, 

I have no arm that I can spare. 

To keep them all, I must take care. 

SING A SONG OF ACCIDENTS 

Sing a song of accidents 
That happen every day; 

All you careful boys and girls, 

Hark to what I say! 

When you’re not at lessons, 

Play in field or park, 

Do not play out in the streets 
And go home ere it’s dark. 


September Programs 49 

Safe Play Yell 

Safe Play is our motto! 

Safe Play is our rule! 

Safe Play is our watchword, 

At the . school. 

Song 

KEEP OFF THE STREETS 
Tune: A Merry Life (Laurel Music Reader) 

Some think that streets were made for boys (girls) 
to play in, * 

Oh my! Oh my! Oh my! Oh my! 

In spite of warnings their own yards to stay in, 

They will not try, they will not try. 

But we’ll try to make them see their error— 

The time is*nigh, the time is nigh; 

For all the accidents fill us with terror, 

And make us sigh, and make us sigh. 

Chorus : 

Listen, listen, to what we .have to say; 

Listen, listen, you’ll have to mind your way. 

Keep off the streets, keep off the streets, 

Keep off the streets, keep off the streets, 

Heed, my friends, use the Safe Way 
This day and every day. 

Motion Song 

Younger children will enjoy learning the motion song 
developed by Miss Mabel March, second grade teacher in 
Arvada, Colorado, schools. The song is entitled “Safety 
Kids,” and is sung to the tune “Oats, Peas, Beans and 
Barley.” The words, with numbers in parenthesis referring 
to action explained, are as follows: 



50 


Safety Programs and Activities 


SAFETY KIDS 

Little Safety Kids are we (1), 

Always careful as can be. 

Kindly watch us every day (2), 

How safe we are in work and play (3). 

This is the way (4) we cross the street (5); 

Look at the lights (6) so cars we’ll not meet. 

Keep to the right (7), watch cars so fast, 

And wait until each one is past. 

These are the signals of the cop, 

He holds his hands (8) to make us stop, 

He whistles (9) now to make us turn; 

His Safety rules we all must learn (10). 

In the swings (11) we will not stand, 

We’ll play fair to beat the band (12). 

On playgrounds we will mind the rules 
That we have in the.schools (13). 

Action introduced as per numbers in parenthesis is as follows: 
1. Point to club pins. 2. Shake finger. 3. Hands clasped be¬ 
hind. 4. Look to the right and left on word “cross.” 5. Take one 
step forward. 6. Point with right hand to imaginary lights. 7. 
Take one step to right. 8. Hold arms out front. 9. Cop whistles; 
children turn to left, arms out. 10. On word “learn” turn back 
to front. 11. Sit on heels, hands holding imaginary ropes. 12. 
Dance in circles. 13. Back to places. 

PROGRAM IV 

Topic A: Safe Way No. 4. I will watch for and obey 
traffic signals whether given by traffic policemen, signal 
lights or school Safety patrol officers. 



51 


September Programs 

Topic B: Safe Way No. 5. I walk on the left side of a 
highway or other roadway when there is no sidewalk or 
suitable footpath on which to walk. 

Introductory 

While all children need to have both of these Safe 
Ways impressed upon them, regardless of where they live, 
Topic A may be given more consideration in village and 
city schools, while Topic B is of especial importance to 
rural school pupils. 

Consolidated and other schools that provide bus trans¬ 
portation for pupils may feel the need at this time for 
discussion of Safe Ways for school busses. Excellent ma¬ 
terial on this subject will be found in Program XXII. 

Why Safe Way No. 4 Is Important 
See Accident Facts No. 1 for Program IV, Part III. 

Why Safe Way No. 5 Is Important 
See Accident Facts No. 2 for Program IV, Part III. 

Questions for Discussion 

1. What do the colors of signal lights mean? Find out what 
your city ordinances or state laws provide. In some cities pedes¬ 
trians cross on the amber or yellow light, but this color usually 
means “caution.” Red always means danger, hence is used as the 
“stop” color. Green means safety, and is the “go” color. 

2. What are some of the dangers pedestrians must look out 
for when starting across the street on the “go” signal? (Cars 
coming around the corner, cars whose drivers are trying to “beat” 
the light and may not come to a stop quickly enough.) 


52 Safety Programs and Activities 

3. Why are traffic policemen and highway traffic officers our 
friends? 

4. Does our school have, or if not, do we need, Safety patrol 
officers? (See Part I for detailed information on purpose and 
duties of such officers.) 



Walk on Left Side of Highway 

These little girls on their way to a country school are observing Safe 
Way No. 5 by walking on the left side of the highway. 


5. Why is it safer to walk on the left side of a road or paved 
highway? Because you are then facing approaching traffic and 
can get out of the way more quickly in case the driver fails to 
see you. 

However, there are circumstances when it may be safer to walk 
on the right side of the highway, particularly when going a short 
distance between two places, both of which are on the right side 
of the road. If a highway has heavy traffic, crossing it twice may 
be more hazardous than walking on the right side. On heavy 
traffic highways it is better not to walk on the pavement at all, 
either left side or right side, but rather walk on the ground at 






September Programs 


53 


one side. Of course motorists should look out for school children 
and others who find it necessary to walk along the highway, and 
many of them do so, but the speeder and the reckless driver 
will not, so one must keep out of his way. It is better to walk in 
the mud sometimes than to be struck down and killed or injured 
by such a driver. When walking on the highway at night, carry 
a lantern or other light, preferably red. 

6. Why step to your left when getting out of the pathway of 
an approaching car? Because stepping to your right would take 
you toward the middle of the highway, and you might step in 
front of another car coming from the opposite direction. 
Although you are sure that no car is coming from the other 
direction, it is better to step to the left and thus form this safe 
habit for walking on the highway. 

7. Does our state law require that those who wish to walk 
on a highway, walk on the left side? Some states have such a 
law, but it is not included in the model highway traffic code 
recommended by the national conference, although the practice 
is approved by all Safety leaders as one that should be followed 
usually. And of course it must be followed at all times in states 
having such a law. In these states the practice of walking on the 
right side, entirely off the pavement or other hard road surface 
as suggested under Question 5 will not be illegal. 

Suggestions for Upper Grades 
Question 3 will serve as a starting point for a wider 
study of the functions of the local police department by 
civics or social science classes in city schools, while rural 
schools will find that there is much of interest to learn 
about highway traffic officers. City children also will be 
interested in learning that the motorcycle “cops” whom 
they see when motoring in the country do a good many 
things beside riding up and down the road and arresting 
speeders. Learning how these officers who have come into 


54 Safety Programs and Activities 

existence with the advent of the automobile help to handle 
the traffic problems created by small town celebrations, big 
picnics in the country, funeral processions that must travel 
from one town to another and many other occasions where 
such assistance is necessary for the safety and convenience 
of the general public, will cause pupils to appreciate more 
fully how government functions for our benefit. 

For Younger Children 

Some parents foolishly create in the minds of little chil¬ 
dren a fear of policemen by telling them that the police¬ 
man will come and get them if they don’t do so and so. 
Teachers may overcome this fear and develop a fine ap¬ 
preciation of what the policeman really does do by discuss¬ 
ing the matter with the children in some such fashion as 
this: The policeman is our friend because he helps us 
when we are on the street and away from our parents and 
teachers or other older people who are interested in us. The 
traffic policeman helps us to get safely across the street 
when we are walking; if we are riding in a car, he helps 
our car to get across the street without being hit by other 
cars. If anyone tries to hurt us when a policeman is near, 
he will help us if he sees what they are trying to do, or if 
we ask him to help us. If any outsider tries to get into 
our home to rob us or hurt us, we can call on the police¬ 
man for help; but he does not come into our homes except 
to protect us from robbery or serious dangers. 

The only times that any one need be afraid of the police¬ 
man are when they are doing something wrong on the 
street, that hurts other people or damages property. 


September Programs 


55 


This discussion of the policeman will lead into the dis¬ 
cussion of how the school patrol officers help all the chil¬ 
dren to be safer when crossing the streets or playing on 
the school grounds, and the importance of cooperation 
with these officers at all times. If we do not want others 
to be permitted to do things that hurt us, we must be 
willing to use Safe Ways which will keep us from hurting 
others. 

Some discussion of left and right in reference to ques¬ 
tions 5 and 6 will be needed to make sure that the children 
understand what is meant by the left side of the highway 
and the necessity for turning to the left instead of the 
right when they meet a car while walking on the left side 
of the highway. 

Little children will enjoy making drawings of signal 
lights and coloring them with crayons. If circles are 
drawn on separate cards and colored, these cards may be 
used for the game of “Signals Change.” 

Game of Signals 

“Signals Change” may be played in the schoolroom if 
space permits crossing a marked-out street intersection in 
all directions, or it may be played on the playground. 
Children represent signal light posts, the number and loca¬ 
tion being in accordance with those used in your city. If 
some intersections have lights on all four corners, and 
some have them on only two corners, or perhaps one set 
of lights suspended in the center of the intersection, the 
game may be varied by designating the names of the 
streets at the crossing you wish to represent. Children who 


56 Safety Programs and Activities 

serve as signal posts are supplied with signal sets made 
by drawing circles on cardboard, and coloring with cray¬ 
ons or water colors. Each post has a set of three signal 
lights, which are flashed in turn. Other players represent 
pedestrians, automobiles, trucks, bicycles, street cars, bus¬ 
ses and other vehicles, and are divided into four groups, 
each group being lined up and facing a different direction 
when the game starts. Pedestrians use cross-walks and 
other vehicles use the street according to Safety rules. The 
teacher or play leader is the “traffic cop,” who watches 
the traffic and “arrests” anyone who fails to obey the signal 
lights or observe other Safety rules, such as keeping to 
the right, going straight across, and being courteous. Each 
arrest counts one point against the group to which the 
offender belongs. Signal posts may call out the colors, 
instead of using signal card sets, though making the sets 
for this purpose will make a valuable impression on the 
minds of younger children. 

Slogans and Jingles 

You may get by—but it won’t pay to try. 

Better wait than gamble with fate. 

Every one alert—no one hurt. 

A signal light can’t talk, but it’s not so dumb as the fellow 
who disregards it. 


Red is for Stop, 

Green is for Go, 

Yellow is for caution, 
Which all should show- 


September Programs 

Honk! Honk! Honk! 

Keep to the left, I say, 

When walking down the highway 
At night or in the day. 

He crossed the street with careless tread, 

Just as the light was flashing red— 

The nurses in Ward 23 
Report he’s resting comfortably. 

OUR PATROLMEN 

At busy corners every day 
Our brave patrolmen stand; 

And when it’s safe to go, 

They take us by the hand. 

They’re trying hard at.school 

To help us keep each Safety rule. 

THE TRAFFIC POLICEMAN 

He is always standing there, 

At the center of the square. 

He is very big and fine 

And his bright brass buttons shine. 

Though I seem so very small, 

I am not afraid at all; 

For he and I are friends, you see, 

And he is always helping me. 

—Adapted from “The Policeman ’ by R. Fyleman 

Songs 

SLOGANS AND SIGNALS 
Tune: Chorus of Battle Hymn of the Republic 

Stop! Look! and Listen! is the slogan we obey. 
Stop! Look! and' Listen! is the slogan that will pay 


57 



58 


Safety Programs and Activities 

Stop! Look! and Listen! is the slogan of the day, 
As we go on our way. 

Red! Yellow! Green! are the signals we obey. 

Red! Yellow! Green! are the signals that will pay. 

Red! Yellow! Green! are the signals of the day, 

As we go on our way. 

—Baltimore Safety Council 

CHEER FOR SAFETY 

Tune: Pack Up Your Troubles 

We have a Safety Council in our school, 

So cheer, Oh, cheer! 

We’re going to follow each and every rule, 

And then we’ll have no fear. 

We’ll prevent that accident that might 
Have caused a tear, 

And we’ll strive so loyally to make our school 
More safe each year. 


OCTOBER 

General Topic: Using Safety Sense to Prevent Fires 

and Burns. 

PROGRAM V 

Topic: How a Good Friend Becomes a Deadly Enemy. 

Fire Prevention Week 

National Fire Prevention week is observed during Oc¬ 
tober of each year. Suggestions for community-wide 
observances and much helpful printed matter may be 
obtained free or at small cost from the National Fire 
Protection Association, 60 Batterymarch Street, Boston, 
Mass. 

Publications of this association and those available from 
other sources, as well as sources of motion picture films on 
fire prevention, are listed in the Bibliography in Part III. 

Because the subject of fire prevention embraces such a 
wide field and is of such great importance, four programs 
suggested for use during October are devoted to different 
phases of this subject, while additional phases of it are 
discussed in other programs covering topics with which 
these particular phases are related. 

Programs including such discussions are XII, XIII, XIV, 
XXIV, XXV, XXIX, XXXIV and XXXVII. 

The Story of Fire 

It is not known just when primitive man first learned to 
59 


60 


Safety Programs and Activities 


make fire by friction, but prior to that time fire was known 
to man in the form of lightning and volcanic outpourings. 
Such an introduction naturally created fear and awe in 
the minds of men, and it is known that, long after the 
discovery of ways to produce fire, the secret was guarded 
by a few persons and looked upon as a great mystery by 
others. 

At one time only the women members of tribes knew 
how to start a fire and they jealously guarded the secret 
from the warriors. Their muttered incantations were sup¬ 
posed to produce the flames which were used to cook food 
and give comforting warmth. 

To man’s discovery of how to make and use fire must 
be attributed his ability to live in the northern zones, and 
the development of modern industry, transportation and 
many other benefits of modern civilization. 

While fire, properly controlled, is one of man’s best and 
most useful friends, it must be regarded as one of his 
worst enemies when handled carelessly. 

No other force or element subject to human control can 
so quickly destroy the property accumulations of many 
years. An entire city or many square miles of valuable 
forest may be destroyed as the result of one thoughtless 
act. 


U. S. Leads in Fire Losses 

Fire losses in the United States far exceed those in Eu¬ 
ropean countries, the latter averaging only about 13 per 
cent of the former on a per capita basis. While the more 
extensive use of wood in building construction and certain 


October Programs 61 

other factors in constructions are responsible to some ex¬ 
tent for greater fire losses in this country, it must be ad¬ 
mitted that careless practices in the handling of fire are 
more general in the United States than in other countries. 

In most of the Continental countries the principle in 
the old Roman law, holding the individual responsible for 
the fire losses resulting from his own neglect or careless¬ 
ness, prevails. In this country the person whose property 
is damaged by fire is looked upon as an unfortunate object 
for sympathy, while in European countries the fire suf¬ 
ferer is viewed with suspicion and required to explain why 
fire broke out in his premises. 

Some Helpful Laws 

We have laws in this country which provide penalties 
for setting fire to property intentionally, this crime being 
defined as “arson,” but our laws holding those who cause 
fires through carelessness or failure to guard their prem¬ 
ises properly against fire, are quite inadequate, as com¬ 
pared with those in force in European countries. 

Each state has laws designed to reduce fire hazards in 
building construction and in other ways. All large cities 
have local ordinances of this kind. In addition to laws 
covering construction, wiring and heating of buildings, 
most cities prohibit residents from burning refuse on their 
premises except in wire or metal containers, placing ashes 
in anything except metal, brick or concrete receptacles, 
throwing lighted matches or burning cigar and cigaret 
stubs down in any public place, keeping old papers or 
other inflammable refuse in basements or outbuildings. 


62 


Safety Programs and Activities 


and similar provisions intended to reduce fire hazards. 

See Accident Facts for Program V, Part III, for sum¬ 
mary of fire losses in the United States. 

Questions for Discussion 

1. What benefits have been brought to man through his dis¬ 
covery and controlled use of fire? 

2. What are the total life and property losses caused by fire 
in the United States during recent years? 

3. How do the fire losses in this country compare with those 
of other countries? Why the difference? 

4. Should those responsible for fire through neglect or care¬ 
lessness be punished and held liable for fire losses to others? 

5. What are some of the laws of our state and city which have 
as their object the prevention of fires? 

6. Have any lives been lost through fires in this community 
during the last year? 

7. What serious fires have occurred in this community during 
the last year? What caused these fires? 

Information about state fire prevention laws may be obtained 
from your state fire marshal. Information called for in questions 
6 and 7 may be obtained from your local fire department, local 
newspaper files, and county death records. 

For Younger Children 

Little children will be interested in discussing ways in which 
fire helps us and ways in which fire hurts us, if we give it a 
chance. Stress the fact that fire never hurts us if we learn how 
to use it properly, but that it is a fearful “red enemy” to those 
who do not know how to use it or who foolishly run risks with it. 

Send stamp to the National Board of Fire Underwriters, 85 
John Street, New York, for a free copy of the booklet, “A Tongue 
of Flame.” In this booklet the flame in the fireplace tells the chil¬ 
dren the story of how man discovered fire and put it to use for 


October Programs 63 

his own benefit, how it longs to help, and how careless people 
force it to do harm. 

Slogans and Jingles 

Fire is a good servant but a bad master. 

Answer the burning question * with fire prevention. 

Safe ways ever—fires never. 

Fire feeds on careless deeds. 

THE MASTER 

When man is my master, I always obey; 

If he manages me in a careful way. 

I help heat his houses, 

I help run his mills, 

I iron out his blouses, 

And take trains up the hills. 

When I am man’s master, I always delay; 

Then he cannot tell me that I shall obey. 

I eat up his houses, 

I burn down his mills; 

I scorch his new blouses, 

Wreck trains on the hills. 

So man can be master and I must obey, 

Or else great disaster will happen each day. 

—Louisville Safety Manual 

Song 

FIRE SONG 

Tune: Marching Through Georgia 

Listen to my story old—my mission well you know; 

I warm you with my balmy breath when chilly breezes blow. 
The spirit of the Flame am I, God’s gift to man below—• 
Blessing or bane, as ye make me. 


64 


Safety Programs and Activities 


First Chorus 

Rejoice! Rejoice! Your servant true I’ll be, 

But 0 beware! From all abuse I’ll flee. 

Your homes I’ll turn to ashes, while I laugh aloud with glee— 
Blessing or bane, as ye make me. 

I’m the King of Fireland—my subjects love my sway; 

I hide within the matches; in the glowing embers play; 

I warm the little fingers on a frosty winter day— 

Blessing or bane, as ye make me. 

Second Chorus 

Rejoice! Rejoice! Of service true I sing, 

But 0 beware, lest cruel Death I bring! 

To ev’ry wind of heaven I would now this warning fling— 
Blessing or bane, as ye make me. 

I’m the King of Fireland—my scepter’s tipped with flame. 

I stretch it forth, and things I touch are never more the same; 
Imprison me near walls of wood, and ye must bear the blame— 
Blessing or bane, as ye make me. 

Second Chorus 

I’m the King of Fireland—my touch all things can change; 

For oil and gasoline I have a longing passing strange; 

I care not who may perish when they come within my range-- 
Blessing or bane, as ye make me. 

Second Chorus 

I’m the King of Fireland—I leap across the wires; 

In “circuits short” I make my rounds, and kindle mighty fires, 
With tiniest bit of match-heads I can light my fun’ral pyres— 
Blessing or bane, as ye make me. 

Second Chorus 

—Courtesy of the National Fire Protection Association 


October Programs 65 

PROGRAM VI 

Topic: Using Safety Sense to Prevent Fires and Burns in 
Our Homes and on Home Premises. 

Introductory 

For information about the cost and extent of home fires 
refer to Accidents Facts for Program VI in Part III. 

If you have ever been in a burning house, or looked on 
while others escaped from a burning building, you know 
something of what it means when a home is destroyed by 
fire. It is to be hoped that you have never seen a fire in 
which lives were lost or persons were badly injured, but 
think how terrible you would feel if some careless act of 
your own caused such a fire, or a serious fire of any kind! 

The best way to avoid being responsible for starting a 
fire that has serious results is to avoid starting a fire of 
any kind, except in a stove, furnace or other safe con¬ 
tainer. 

Carelessness with Matches 
Carelessness with matches is the direct cause of more 
fires and more deaths from fire than any other one cause. 

It is said that more matches are sold in the United States 
than in all the rest of the world. More than seven hun¬ 
dred million matches are used in the United States each 
day. Nearly five hundred thousand flames are struck every 
minute on the average. There is not one of these flames 
that would not develop into a destructive fire if it had a 
chance. Every match has within it the power to rob you 
of your home, your loved ones, or your own life. 


66 


Safety Programs and Activities 

Safe Ways with Matches 

The following Safe Ways for using matches are sug¬ 
gested by the Insurance Underwriters’ Association. Discuss 
why each is important. 

1. Never dispose of a used match thoughtlessly. 
Always be sure that every spark of it is out and, if in¬ 
doors, place it where it can surely do no harm; if out¬ 
doors, break it in two, stick the head end in the ground or 
step on it. 

2. If matches are spilled, pick up every one. 

3. If you have occasion to carry matches, keep them 
in one of the small metal pocket boxes sold for this 
purpose. 

4. Keep matches out of the reach of little children. 

5. Keep matches in covered boxes or jars, away from 
the heat of stoves and stovepipes and out of the reach of 
rats and mice. 

6. Strike matches away from you. If striking on a 
box, first close the box. Strike downward on the box. 

Bonfire Hazards 

Bonfires are lots of fun, but there is a question as to 
whether the hazards involved do not outweigh the fun 
considerably. 

In many cities it is unlawful to burn leaves or trash 
in streets or any place out-of-doors except in a wire or 
metal container. 

If you do have a bonfire any place, do not have it on 
a windy day and do not start it near trees, tree stumps, 
shrubs, fences, buildings or dry grass. Thin dresses ignite 


October Programs 


67 


easily, so girls should be careful about going near a bon¬ 
fire. Never pour gasoline or kerosene on a bonfire, as a 
dangerous explosion may result. Never leave a bonfire 
until you are sure it is entirely burned out. If any em¬ 
bers remain, pour water over them and cover with sand 
or dirt. Safe Ways with campfires are discussed in Pro¬ 
gram XXXIV. 


For Younger Children 

Younger pupils will be interested in learning that we 
did not always have matches to start fires with, and that 
there are some people living today who do not have 
matches. 

As to Safe Ways, these may be limited to: 

I do not play with matches. 

I keep away from bonfires. 

Slogans and Jingles 

A match may be down but not out. 

Any match you toss may cause great loss. 

Bonfires are catching. 

The end of a perfect cigaret may start a conflagration. 

A BONFIRE 

A bonfire was blazing in the yard, 

And what do you think it said? 

Run from me, little boy, little girl, 

For I tag with my fingers red. 

— E. M. Jollie 


68 


Safety Programs and Activities 

I AM A MATCH 

I am a match. 

I will work for you, 

But, if you don’t watch me, 

Much harm I will do. 

When you are through 
With the fire I give, 

Be sure I am dead. 

I must not live! 

SEVEN SLIM MATCHES 

Seven slim matches stood in a row, 

Plotting some jolly red fun, oh-oh! 

Seven swift plots those matches were hatching, 
Heads all pointed for a jolly red scratching! 

M let a mouse drag him to her nest— 

Mouse and match—you can guess the rest! 

A in an alley found plenty to do— 

Started a trash fire where the wind blew! 

T touched a tank with gasoline in it; 

Tank and garage flared up in a minute! 

C lit a camper’s cigaret; 

Forest fires are burning yet! 

H hopped a ride on a load of hay; 

Hay was gone when the flames cleared away! 

E explored a waste basket with glee; 

Office block reddened the sky, whew-ee! 

S slipped out of the safe to the shelf; 

Snookums reached up and helped himself! 

Seven slim matches at work and play, 

Seven big fires that careless day! 

—Marie Barton in Safety Education 


October Programs 69 

Frankie’s Promise 

This is a true story about a little boy who found to his 
sorrow that it really isn’t any fun to play with matches. 

Frankie was a little boy six years old. He had attended 
kindergarten and was looking forward eagerly to entering 
the first grade that fall. He had a nice home with a big 
yard, and parents who did everything they could to make 
him happy. Frankie’s mother had told him many times 
not to play with matches and she felt sure that a big boy 
of six was smart enough to know better than to run risks 
with these little flame makers. 

But like many foolish children, Frankie thought it would 
be fun to have a bonfire in the alley and felt quite sure no 
harm would result. So one day in August he climbed up 
and got a few matches, when his mother was in the other 
room; then he raked together some leaves and other trash. 
To make sure that the fire would start quickly, he got some 
old newspaper. Then what do you think happened? 

When Frankie set fire to the newspaper with a lighted 
match, his clothes caught fire before he could step away. 

By the time his mother and a neighbor woman got there 
and smothered the fire out, Frankie’s left leg was burned 
severely all the way from his ankle to his hip. Then fol¬ 
lowed days of terrible suffering and weeks during which 
Frankie had to lie very quietly in bed and could eat very 
little, because the poison from the burns upset his stomach. 
September came, but Frankie could not go to school with 
the other children who were entering the first grade. It 
was early in October before he was able to walk at all 


70 


Safety Programs and Activities 


and another month before the doctor said he could go to 
school, but must be very careful when playing, so that the 
tender new skin would not be injured. 

When the Fire Department Chief in Frankie’s city heard 
about his accident and how sorry Frankie was about hav¬ 
ing disobeyed his mother and played with matches, he got 
in his big red car and went out to call on Frankie. 

The Chief told Frankie all about how often the brave 
firemen risk their lives to put out fires that are started by 
little boys and girls who disobey their mothers and play 
with matches just as Frankie did. Then he told Frankie 
that six children had been burned to death in their city 
within the last year and that careless handling of matches 
had destroyed homes and other property valued at $19,000 
during that one year. The Chief looked very sad when he 
told about the children that had lost their lives by being 
burned and all the other children who had been painfully 
burned because they played with matches. 

“I do hope,” said the Chief, “that your leg will get 
entirely well so you can play baseball and football and 
take part in other sports that you will want to enjoy when 
you get a little older.” 

“Well, I am sure of one thing,” said little Frankie. 
“I shall never play with matches again, or be careless 
about fire in any way. Please tell all the other little boys 
and girls not to play with matches or go near a bonfire. I 
don’t want any one else to suffer as I have suffered.” 

“All right, let’s shake on it,” said the Chief and just 
as Frankie placed his small hand in the big hand of the 
Chief, a newspaper photographer who had come along 



Photo by Florence S. Hyde 
“I’ll Never Play with Matches Again!” 





72 


Safety Programs and Activities 


to call on Frankie, snapped the picture which is repro¬ 
duced here, with the hope that all the boys and girls who 
read this story and look at the picture will take Frankie's 
advice. 

PROGRAM VII 

Topic: Using Safety Sense to Prevent Fires in Our Homes 
and on Home Premises (2) 

How Homes Are Lighted 
Discuss the story of lights used in the home. When a 
boy Abraham Lincoln did his reading and figuring by fire¬ 
light. The light from the campfire was the only light used 
by the Indians. Our grandparents made candles from 
mutton and beef tallow. The kerosene lamp came into 
general use within the remembrance of many older people 
still living. Gas lights came into use in cities many years 
before electric lights were available. Acetylene gas and 
gasoline lighting plants provide light in many homes and 
other buildings in rural districts and small towns that do 
not yet have electricity. Some sections of the country have 
natural gas drawn from the ground for lighting and other 
purposes. Candles are now used mainly for decorative 
purposes. 

Refer to Accident Facts for Program VII, in Part III. 
Electricity is the only kind of light that does not have 
a flame and is therefore the safest light, provided wiring 
and connections are properly installed and properly 
handled. (See Program XXIV.) Following are the most 
important Safe Ways to be used in handling flame lights 


October Programs 73 

of different kinds. Discuss those that apply to the lights 
used in homes of pupils. 

Safe Ways with Lights 

Candles 

1. Use a candlestick that will not overturn easily, and 
in which candle fits snugly. 

2. Never stick candles in bottles or on boards. 

3. Keep candles out of drafts and away from curtains 
or other things that catch fire easily. 

4. Do not carry a lighted candle into a clothes closet. 

Lamps and Lanterns 

1. Keep all parts of lamps and lanterns clean. This 
includes burners which should be boiled in a solution of 
soda, lye or strong soapsuds occasionally. 

2. Keep gasoline lamps and special process kerosene 
lamps in good working order. 

3. Fill lamps and lanterns only in daylight, and see 
that cap and burner are tightly screwed in place. 

4. Use lamps and lanterns with good bases so they will 
not tip over easily, and set them where they are not likely 
to get knocked over. 

5. Do not set a lamp near curtains or other things that 
catch fire easily. 

6. Do not leave a burning lamp unwatched for a long 
period and do not leave the house without putting out all 
lamps. 

7. A flashlight or battery lantern is safer for use on a 
farm than a kerosene lantern. 


74 


Safety Programs and Activities 


Gas 

1. Protect gas light flames and mantles with globes. 

2. Do not use paper lighters. 

Discuss various ways in which gasoline and kerosene are 
used in the home, other than for lighting purposes. Gas¬ 
oline or kerosene stoves are used for cooking in commu¬ 
nities that do not have gas. Portable heaters burn kerosene 
as fuel. Oil burners are now used extensively in heating 
stoves and furnaces. Which of the Safe Ways suggested 
for lamps and lanterns should be observed when using gas¬ 
oline or kerosene in heating and cooking equipment? 

Gasoline furnishes the motive power which operates au¬ 
tomobiles, airplanes and machinery of various kinds. It is 
of value for these purposes because of its highly explosive 
qualities. Under certain conditions it is more explosive 
than dynamite. It evaporates very quickly, forming a 
vapor that hangs suspended in the air and will explode if 
a flame is within several feet. 

Safe Ways with Gasoline 

1. Keep gasoline in a tightly closed red can. (In many 
states this is required by law.) 

2. Do not uncover gasoline in the house or any place 
where its vapors may travel to an open flame, a live coal, 
or a spark. 

3. Never keep a motor engine running while the gas¬ 
oline tank is being filled. 

4. Object to anyone smoking in a garage or when gas¬ 
oline is being put into your auto tank. 

Rural schools should discuss use and care of gasoline 


October Programs 


75 


engines for various power purposes on the farm such as 
pumping water, operating washing machines, churns, etc. 

Safe Ways for using gasoline as a cleaning fluid are 
discussed in Program XXIX. 

How Homes Are Heated 

Discuss stoves, furnaces and fireplaces of different 
kinds. Find out how many fires have been caused by de¬ 
fective flues in your community during the last year. 

Why should the following Safe Ways be observed? 

1. Never pour kerosene into a coal or wood stove, even 
when the fire is out. 

2. Never put ashes into wooden boxes or barrels; have 
a strong metal can. (Do local or state laws require this?) 

3. Use drafts and dampers properly. 

4. Do not let the stove or pipes become red-hot. 

5. Keep stoves, furnaces, flues and chimneys clean. 

6. Inspect the chimneys and flues to be sure that they 
are sound. 

7. Do not dry wood in an oven. 

8. Do not hang wet clothing too near to a stove. 

9. Keep curtains and other cloth away from stoves and 
pipes. 

10. Keep a fire screen before an open fire in a fire¬ 
place. 

Spontaneous Combustion 

Fires sometimes start themselves through what is known 
as spontaneous combustion. This often takes place in 
piles of oily rags, rubbish of various kinds, hay and straw. 



Courtesy National Safety Council 

Beware of Steam and Hot Water! 





October Programs 


77 


Rural schools should send for Farmers’ bulletin on 
“Spontaneous Combustion,” which contains information 
of value to farmers who have hay and straw to store. 

For Younger Children 

Younger pupils will enjoy telling about the kind of 
lights they have at home and will be interested in discuss¬ 
ing how candles were made by their great-grandmothers. 
They can tell how their homes are heated, whether they 
have stoves, radiators or registers and a furnace in the 
basement, also what kind of a stove mother uses to cook 
on, whether it is one that burns coal or wood, or is a gas, 
electric, gasoline or kerosene stove. 

Safe Ways suggested are: 

I do not play with candles or lamps. 

I keep away from stoves and fireplaces. 

Being scalded with hot water is another danger that 
small children should be warned against. A good Safe 
Way to teach in this connection is: 

I keep away from boilers, kettles and tubs containing 
hot water. 


Slogans and Jingles 
Faulty flues feed fires. 

Keep the home fires burning, but don’t burn your home. 

You may “pour oil on troubled waters,” but never on a fire. 


78 


Safety Programs and Activities 

FIRE 

Pretty it is 

In the fireplace at night; 

But when a home burns, 

It is a sad sight. 

BEWARE! 

Handle your lamps with greatest care, 

Keep your chimneys in good repair, 

Be careful with matches everywhere. 

Beware! 

Building fire with oil, 

I really must mention, 

Because it is a deadly invention. 

Beware! 

Song 

FIRE WARDENS 

Tune : Marching Through Georgia 

Hurrah! Hurrah! We’re out the fire to fight. 

Hurrah! Hurrah! We’ll work with all our might. 

To put our awful enemy, destructive fire, to flight, 

While we are working for Safety. 

PROGRAM VIII 

Topic: (A) Using Safety Sense After a Fire Is Started. 
(B) Using Safety Sense in Halloween Fun. 

How to Put Out Fires 

Our first aim should be to prevent fires by practicing 
Safe Ways at all times, but it is also important that we 
know what to do after a fire is started which threatens to 
hurt ourselves or others or destroy property. 


October Programs 79 

1. If your clothing catches fire from any cause, the 
best way to put it out is by wrapping yourself in a rug, 
blanket, coat or other heavy material, if such articles are 
at hand. If you are out of doors without anything to wrap 
around yourself, lie down on the ground and roll over and 
over. Never run when on fire, as that only fans the flames 
and takes you away from those who might aid you. 

2. When trying to rescue another person whose cloth¬ 
ing is on fire, do not grab hold of him to keep him from 
running, but trip him so he will fall to the ground, pull 
off your coat or other garment and try to beat the flames 
out. Put your hands in the sleeves of a coat, if possible, 
to protect them from being burned, when trying to beat 
out a fire. 

3. Every home should be equipped with one or more 
chemical fire extinguishers. The cost is small compared 
to the protection afforded, but be sure and get only extin¬ 
guishers that are labeled as being approved by the Under¬ 
writers’ Laboratories, which have no commercial interest 
in the sale of any extinguishers and represent the public 
interest in examining those offered for sale and approving 
all that are efficient. Place extinguishers in convenient 
locations and make sure that every member of the family 
knows the location and how to use the extinguisher, if need 
arises. 

4. Whether water or an extinguisher is used, remember 
that fire should always be attacked at its base, the place 
where the flames start. It is the burning material rather 
than the flames themselves that should be drenched or 
smothered. 


80 


Safety Programs and Activities 


5. Some small fires can be beaten out with a wet broom 
or coat. Do not pour water on burning grease, gasoline or 
oil. Use a fire extinguisher or smother with woolen 
material. 

Sending in a Fire Alarm 

1. If you live in a town or city any fire which cannot 
be put out immediately should be reported to the fire 
department. Find out how to report fires in your com¬ 
munity. Do you have fire alarm boxes about the city? If 
so, learn how to use them. Also learn how to send a fire 
alarm by telephone. 

Find out where your nearest fire station is and pay a 
visit to it. Civics and social science classes may wish to 
make a study of the fire department during this month. 

2. If you live in the country, it is doubly important that 
you have fire extinguishers at hand, and other simple ap¬ 
paratus for fire fighting. Refer to Bibliography in Part 
III for sources of free printed matter on fire prevention 
and methods of fire fighting on the farm. 

Escaping from a Burning Building 

If you are ever caught in a burning building or find it 
necessary to enter such a building to rescue another, close 
windows and doors to shut off draft which fans flames, tie 
a wet cloth over your mouth and nose to prevent breathing 
smoke, and crawl along the floor, following the wall as a 
guide. If you have only a short distance to go through a 
smoke-filled room you may be able to take a deep breath 
before entering and hold your breath while passing 


October Programs 


81 


through the smoke. Drag anyone whom you are trying to 
rescue after you. If you must carry a small child, cover 
your own and the child’s head by throwing a blanket or 
coat over them. 

If other escape is cut off, go to an open window, but do 
not jump unless the distance to the ground is very short. 
Grab a sheet or other article that can be torn into strips 
and make a rope by tying these together. Fasten one end 
to a bed or other large piece of furniture and descend as 
you would on a rope, in case the flames are upon you be¬ 
fore firemen appear to rescue you. Many persons who 
would have been rescued in time have lost their lives by 
jumping from windows of burning buildings before the 
fire was near enough to harm them. 

Miscellaneous Suggestions 

When you go to a theater, as soon as you are seated, 
look around and locate the nearest exit. 

Never call “Fire!” in a crowd. If caught in a fire with 
other people, do not push or shove in trying to get out. 
Urge those about you to keep calm and go out in an 
orderly manner. 

If you are away from home in a strange house or hotel, 
before you go to bed, make sure that you know how to get 
out of the building in case of fire. 

Do not keep flower boxes or other objects setting on fire 
escapes, which are placed there for protection and nothing 
should be allowed to hinder escape in case of fire. 

Always save life before property. In saving property, 
take out the most valuable things first. 


82 


Safety Programs and Activities 

Coolness, quiet speed and knowledge of what to do are 
essential in a fire emergency. 

For Younger Children 

In discussing what to do in case of fire with little chil¬ 
dren, care must be taken not to create morbid pictures in 
their minds. They will be interested in learning about the 
fire department and its work and may discuss the follow¬ 
ing Safe Ways With Fire: 

1. I will tell an older person if I see a fire starting. 

2. If my clothing catches on fire, I will wrap a rug, 
blanket or coat around myself and lie down and roll over 
and over. If out-of-doors I will roll over and over on the 
ground. 

3. I can put out a small fire with water or by throwing 
a coat or rug over it. 

Slogans and Jingles 

America has never been licked—except by flames. 

You cannot replace fire waste. 

Fireproof doesn’t mean foolproof. 

Do your part after fires start. 

THE FIREMAN 

Who is it guards you night and day 
Against the foe that never sleeps? 

Whose constant vigil o’er you keeps 
Your enemy at bay? 

The fireman. 


October Programs 83 

Who is it, when the signal sounds, 

Must wildly race, and danger face, 

No matter what the time and place, 

To keep the foe in bounds? 

The fireman. 

Who is it, in the coldest night, 

While you in bed are safe and warm, 

Must rush through blinding sleet and storm. 

The common enemy to fight? 

The fireman. 

Who is it, at his chief’s command, 

When flames point red to the sky, 

Must to the place of danger fly, 

And take his life in hand? 

The fireman. 

All honor, then, to fireman brave, 

Who, at the urgent call, 

Will freely risk his all 

Our life and home to save— 

The fireman. 

— N. S. Hoagland in North Carolina Plays, 
Verses and News Items for Safety Leagues 

Using Safety Sense in Halloween Fun 

The best way to have a jolly, safe time on Allhallow 
Eve is to plan a school or community celebration, with 
older people in charge of the celebration bonfire. 

Halloween costumes made of paper or flimsy material 
catch fire easily, so don’t carry a Jack-o’-lantern with a 
candle in it or get near the bonfire in such a costume. 

The only kind of Jack-o’-lanterns in which burning 


84 Safety Programs and Activities 

candles should be placed are those made from pumpkins, 
as the commercially made lanterns catch fire easily. 

Flashlights are safer and afford more fun if used to 
light lanterns in a ghostly parade, as they may be flashed 
on and off, adding to the general effect of weirdness. 

Halloween Safety Fortunes 

Here are some Safety fortunes you may use at a Hal¬ 
loween party: 

If you don’t use your head when lighting a match, it’s a sure 
sign that you will use your feet later. 

If your cellar or attic is full of rubbish, you will have an empty 
pocket at an early date. 

If you always look up and down before crossing the street, 
you are a good-looking person. 

If you climb in dangerous places, you will never climb to fame. 

A ride on the rear of a truck may result in a ride in the hearse. 

If you jay walk, you may not walk again for a long time. 

A banana peel on the sidewalk is the sign of an early fall. 

A lighted candle in your Jack-o’-lantern may mean a snuffed- 
out life. 

If you don’t know how to organize a community-wide 
Halloween celebration, write to the National Recreation 
Association, 315 Fourth Avenue, New York, inclosing a 
two-cent stamp for reply. 

First Aid for Burns and Scalds 

Every First Aid kit and every home medicine cabinet 
should contain some suitable preparation for treatment 
of burns and scalds. There are several excellent prepara¬ 
tions on the market. Picric acid gauze is especially good 
and easy to apply. 


October Programs 


85 


In all cases of severe burns, get a doctor as quickly as 
possible. The best thing to do first for any burn is to im¬ 
merse the part in a water and baking soda solution, the 
water having first been warmed to body temperature. A 
person who has been burned badly may be placed in a bath¬ 
tub filled with water of body temperature to which has 
been added a handful of baking soda. Keep the patient 
in the water until the doctor arrives, keeping the water at 
body temperature, but be careful not to have water above 
this temperature. If the soda bath cannot be given, apply 
picric acid gauze, or any sterile gauze that has been cov¬ 
ered with First Aid preparation for burns, or, if you 
haven’t this, saturate the gauze with fresh salad oil, vase¬ 
line, or any pure petroleum or corn oil. Lard, cream or 
motor oil may be used in an emergency, but use of any 
unsterilized oil or preparation that has been opened to air 
impurities involves danger of infection, particularly in the 
case of children. 

In the case of less severe burns, use the soda bath first 
and then apply the picric acid or other saturated gauze, 
and bind up; or apply the gauze first, if the soda bath 
cannot be used. 

If clothing is burned to the flesh, be careful not to pull 
that portion off. Cut around it and immerse in water and 
soda solution or saturate with oil until doctor arrives. 

Be careful about breaking blisters caused by burns. To 
avoid infection blisters should be opened only by pricking 
with sterilized needle, using sterile gauze to soak up the 
water that seeps out. It is best to have a doctor do this. 


NOVEMBER 

General Topic: Making Our School and Homes Safer. 
PROGRAM IX 

Topic: Using Safety Sense at School. 

Why School Children Need More Safety Sense 

See Accident Facts, for Program IX, Part III. 

Questions for Discussion 

1. In what ways have children been hurt at this school? 

2. Suggest Safe Ways that will prevent such accidents in the 
future. 

Each pupil should be given an opportunity to tell of accidents 
that have occurred and suggest Safe Ways that will help to pre¬ 
vent these particular accidents in the future. 

If this program is used for an assembly or other meeting par¬ 
ticipated in by more than one classroom group, each room may 
be asked to discuss these two questions in advance and appoint 
a pupil to present a summarized report of accidents and sug¬ 
gested Safe Ways. Or this may be done as a follow-up to give the 
pupils an opportunity to find out whether in their opinion the 
tentative list of Safe Ways should be adopted by your school. 

Safe Ways in School Buildings 

The following is suggested as a tentative list of Safe 
Ways: 

1. I keep to the right in halls and on stairways. 

86 


November Programs 


87 


2. I walk through halls and do not run. 

3. I do not slide on floors. 

4. I do not slide down banisters. 

5. I do not jostle or push others. 

6. I do not run around corners in the halls but walk 
around them squarely and keep to the right. 

7. I go up and down stairs one step at a time. 

8. I do not put feet in aisles. 

Safe Ways on School Grounds 

1. I play fair. 

2. I look where I am going. 

3. I do not throw stones or other missiles. 

4. I do not play with a hard baseball. 

5. I do not ride my scooter or bicycle on the play¬ 
ground. 

6. I will learn to use Safe Ways with playground ap¬ 
paratus and see that others do so. (See Program XXXIII 
for detailed list of Safe Ways with Playground Apparatus, 
if you feel the need of discussing these at this time.) 

7. I help those that are younger than myself. 

Additional Discussion 

The following questions may be discussed after adoption of 
your Safe Ways at School Code: 

1. Is it fair for a few slackers to ruin a plan made for the 
protection of all? 

2. Will student traffic patrol officers in halls and on Play¬ 
grounds help to bring about the desired results? (See Part I, 
for outline of School Safety Patrol plan.) 

3. Do we need a traffic court before which offenders may be 


88 Safety Programs and Activities 

brought and given suitable penalties? (See School Safety Court 
outline in Part I.) 

4. Will signs such as “Keep to the Right” and “Don’t Run” 
help, if posted in the halls? 

5. Will “Play Safe” signs on the playground prove helpful? 

Slogans and Jingles 

Take an ax to accident. 

Go slow and save woe. 

Better a look than a limp. 

Safety first, Safety always, 

On the playground, in the hallways. 

’Tis a warning we should heed, 

“Keep to the right.” 

Out of danger it will lead! 

“Keep to the right.” 

Song 

SING A SONG OF SAFETY 

Tune: Marching Through Georgia 

Sing a song of Safety, folks, 

Oh, sing it far and near; 

Sing it out so good and strong, 

That all the world may hear. 

We’re out to fight the accidents. 

We’ll make them disappear, 

While we are working for Safety. 

Chorus: 

Hurrah! Hurrah! We’re workers good and true 9 
Hurrah! Hurrah! We are a lusty crew, 


November Programs 89 

So we sing the chorus 
As we fight old Carelessness 
In our . . . Safety club. 

Safety is the thing we’re after, 

Safety is the thing we need; 

Safety is to be our doctrine, 

And our daily creed. 

Makes no difference what we’re doing, 

Whether we’re at work or play; 

We should all be living safely, 

It will surely pay. 


PROGRAM X 

Topic: Some Safe Ways That Will Help Us Avoid Cuts, 

Scratches and Other Wounds. 

Introductory 

As this topic is a continuation of the thought of “Safety 
Sense in Our School and Homes,” its presentation may be 
combined with any further discussion of Safe Ways 
growing out of Program IX. Safe Ways adopted with ref¬ 
erence to practices that will help pupils to avoid cuts and 
scratches at school may be added to your Safe Ways at 
School Code, while those referring to home actions may 
be added to your Safe Ways at Home Code, which was 
started with the adoption of fire prevention Safe Ways 
suggested in October programs. 

Some Reasons Why Cuts and Scratches Are Dangerous; 

1. See Accident Facts for Program X, Part III. 

2. Broken skin, however caused, always carries with 


90 


Safety Programs and Activities 

it the danger of infection, and often the injury which is the 
least painful and appears unimportant at first, becomes 
infected and the final result is the loss of an arm or leg, 
if not death, due to blood poisoning. 

3. Most cuts and scratches are due to the carelessness 
of the person who is hurt, though some are due to careless¬ 
ness of others. Our carelessness in handling scissors, 
knives, sharp tools and sticks, nails and tacks, failure 
properly to dispose of broken glass, crockery, tin cans 
and old wire may hurt some one else, although we our¬ 
selves escape injury. 

Questions for Discussion 

1. Have you ever suffered a serious cut or scratch, or do you 
know anyone who has? If so, what caused it? 

2. Do you know of anyone who died, was crippled or narrowly 
escaped serious results from blood poisoning caused by a cut 
or scratch? 

3. Suggest some Safe Ways for avoiding injuries of this kind. 

Suggested Safe Ways 

1. I carry scissors, knives, forks, pens or sharp-pointed 
objects of any kind with their points down, and never run 
when carrying them. 

2. I put scissors and other pointed objects away in a 
safe place when through using them. (Have a place that 
is out of reach of small children, in which to keep such 
objects. Do not keep scissors on a high shelf with the idea 
that they are thus out of reach of small children. A four- 
year-old child known to the author lost an eye because a 
pair of scissors which she was trying to reach by standing 


November Programs 91 

on a chair in front of a shelf, fell so that the points gouged 
her eye). 

3. I use scissors with blunt points for paper-cutting 
and other construction work. 

4. I pick up any needles or pins that are left on the 
floor. 

5. I make sure that there are no pins or needles in my 
clothing when I put it in the laundry hamper. 

6. I pick up all loose nails and tacks and see that no 
boards are left lying around with nail points sticking 
upward. 

7. I do not play with broken glass, or empty tin cans. 

8. I pick up broken glass, crockery, tin cans, and other 
articles that may cause injuries and dispose of them in 
some safe way. 

9. I handle fishhooks carefully when using them and 
when not in use keep them stuck in a cork. 

10. I disinfect all injuries in which the skin is broken. 
(See First Aid Measures.) 

For Manual Arts and Shops Classes 

Safe Ways with tools and materials used by pupils in 
Manual Arts and Shops classes is an important phase of 
Safety education in upper grades and secondary schools. 
Members of such classes may with the guidance of their 
teachers draw up a list of Safe Ways for discussion and 
adoption, after which they may be hand-printed in letter¬ 
ing of suitable size and posted in the classroom or work¬ 
shops. See Bibliography for sources of Safety material 
for vocational schools and classes. 


92 Safety Programs and Activities 

For Younger Children 

It is suggested that Safe Ways Nos. 1, 2, 3 and 7 are 
sufficient for younger children, and possibly Nos. 4 and 10. 
Safe Way No. 10 may be changed to “I put mercuro- 
chrome on a cut or scratch,” as even tiny tots may learn 
this important Safe Way. 

Safe Way No. 10 may be demonstrated to younger 
children and practiced by them when the actual need 
arises, if the teacher keeps a small bottle of iodine or mer- 
curochrome and some sterile bandage on hand, and fol¬ 
lows the directions given under “First Aid for Cuts and 
Scratches.” Of course the children will try to avoid need¬ 
ing such First Aid and if no occasion arises for a practical 
demonstration on any of the children, they will enjoy using 
dolls as patients and the impression will be quite as 
effective. 

Another Safe Way which younger children may adopt 
is: “I do not put pins, needles or pencils in my mouth.” 

Bruised and mashed fingers often result from putting 
fingers in places where they do not belong, or closing a 
door on them. Younger children should be taught how to 
take hold of a door when closing it, and not to put their 
fingers in cracks found when a door is open, in wheels or 
machinery of any kind and to keep away from the wringer 
in the laundry, and from Mother’s sewing machine. 

Safe Ways may be taught as follows: 

1. I know how to close a door without getting my 
fingers caught. 


November Programs 


93 


2. I do not put my fingers in a door crack, or other 
place where they may get caught. 

3. I keep away from the wringer and the sewing 
machine. 

Watch the Scratch Demons 
Scissors, knives, forks, pencils, and pens may be 
described-to the children as having “Scratch Demons” on 
their tips. If these objects are carried with the tips down¬ 
ward the “Scratch Demons” fall off, but if carried any 
other way these demons can hang on just waiting for some 
careless boy or girl to run with them point up, so they can 
scratch out some one’s eyes or hurt them in some other 
way. Therefore, if we always carry these things points 
down the Scratch Demons cannot hurt us or any of our 
schoolmates. 


Slogans and Jingles 
A B C—Always Be Careful. 

D E F—Don't Ever Forget. 

Safety always and all ways. 

My mouth is to put food in— 
Ice cream, pie or cake; 

Not to hold sharp needles, 

Pins or things that break. 

Careless use of scissors and knives 
Often causes the loss of lives. 

Needles and pins, 

Needles and pins; 

When the point scratches 
The trouble begins. 


94 


Safety Programs and Activities 

WHAT THE NAIL SAYS 

I am one of man’s best friends. 

I help him to build his home. 

I hold his boats and bridges together. 

I am useful in a thousand ways. 

But 

I was not made to stick out of a loose board. 

I then become one of man’s worst enemies. 

I lie in wait for his foot to tread upon me. 

I carry dirt, germs and poison into his foot. 

I cause lockjaw, long sickness and death. 

—Southern Pine Association 

Song 

THE SAFETY TRAIL 

Tune: Long, Long Trail 

There’s a long, long trail a-winding, 

Into the land of my dreams, 

Where Carefulness and Safety both are things supreme. 

There’s a long, long night of waiting, 

But I shall work hard with you, 

To speed the time when thoughtfulness, 

Shall make that trail safe, too. 

First Aid Measures 

First, allow the wound to bleed freely as this will carry 
off germs, thus reducing danger of infection. Then apply 
mercurochrome gauze or liquid mercurochrome. If the 
latter is applied, allow it to dry and then apply a piece 
of sterile gauze, wrap with sterile bandage and fasten 
bandage with adhesive tape. Never cover a wound with 
any but sterilized dressing. If you do not have sterile 


November Programs 95 

gauze, which may be bought at any drug store, clean white 
cloth may be sterilized by baking or boiling for at least 
ten minutes. Every home and school should have sterile 
bandage material on hand at all times. 

If bleeding is profuse and the blood is bright red and 



Courtesy Bauer & Black 

First Aid for Wounds 

1. Apply iodine or mercurochrome 

2. When antiseptic dries, apply sterile gauze 

3. Wrap with sterile bandage 

4. Fasten with adhesive plaster 

flows in spurts, it means that an artery has been severed. 
In this case lay the patient flat, with the wounded part ele¬ 
vated as much as possible. Then tie a piece of bandage, 
handkerchief or any strip of cloth on the side of the wound 





















36 Safety Programs and Activities 

nearest the heart and twist it tight with a small stick. This 
is called a “tourniquet.” Then dress the wound. In all 
cases of severe bleeding get a doctor at once. After twenty 
minutes loosen the tourniquet and do not retighten unless 
bleeding starts again. 

If a small deep wound has been caused by a rusty nail, 
wire, splinter or broken glass, try to make the wound bleed 
by squeezing the surrounding skin, being careful not to 
touch the wound. Do not suck such a wound or try to poke 
iodine or other antiseptic down to the bottom of it. Apply 
antiseptic only around edges of wound. Because of the 
danger of lockjaw this kind of wound should be treated 
by a doctor as soon as possible, no matter how harmless it 
appears. 

If a splinter is large or deeply imbedded, do not dig for 
it. Send for a doctor. In the case of splinter under a finger 
nail, scrape thin with a knife the portion of the nail just 
over the splinter, then cut down each side and turn the 
paper-thin cut portion back and remove the splinter. Then 
treat the wound as explained above. 

Mercurochrome is recommended because it is less irri¬ 
tating than iodine and some other antiseptics, but these 
may be used if you do not have mercurochrome. 

Choking 

Choking results from carelessness in swallowing food, 
or putting objects in the mouth that do not belong there. 
When a small child chokes, lift him up by the heels and 
slap his back so that the object may fall out. Also, try to 


November Programs 


97 


sweep out by placing a finger in the back of the throat. 
In the case of an older person, lean forward and have 
some one slap you on the back between the shoulders. If 
you choke on a fish bone, chew and swallow a crust of 
bread. When other objects such as safety pins, staples, 
etc., get lodged in the throat or are swallowed, rush the 
person to the nearest hospital and get a doctor at once. 

Nosebleed 

In cases of nosebleed hold the head forward, and take 
slow deep breaths. Cold applications to back of neck and 
bridge of nose will help. If bleeding continues for long, 
send for a doctor, especially in the case of old people or 
children. Keep quiet, with plenty of fresh, cool air. 

Objects in Nose or Ear 

Small children sometimes push objects such as buttons 
or beans up the nose or put them in an ear. Unless an ob¬ 
ject in the ear comes out easily, leave it alone and take the 
child to a doctor as soon as possible. An object in the nose 
sometimes can be dislodged by having the child blow the 
nose, closing the other nostril while doing it. If this fails, 
take the child to a doctor. It is important to do this with¬ 
out delay, as swelling may make the removal of the object 
very difficult. 

PROGRAM XI 

Topic: Using Safety Sense to Prevent Falls. 

Introductory 

Falls head the list of causes of home fatalities and rank 


98 Safety Programs and Activities 

second only to motor vehicle accidents as a cause of acci¬ 
dental deaths. See Accident Facts for Program XI, 
Part III. 

Questions for Discussion 

1. Do pupils know of any deaths in your family or neighbor¬ 
hood that were caused by falls? 

2. What serious injuries, such as broken bones, severe sprains 
and other disabilities have been suffered by pupils or members 
of their immediate families as the result of falls? 

3. What were the actions, circumstances or other causes of the 
falls reported in reply to questions 1 and 2? 

4. How may we reduce accidents of this kind? To ourselves? 
To others? 

Follow procedure suggested in previous programs if this pro¬ 
gram is used at a meeting participated in by more than one class¬ 
room group. 

Information given by pupils in reply to questions 1, 2 and 3 
will form the basis for Safety practices listed in answer to ques¬ 
tion 4. 

Suggested Safe Ways to Prevent Falls 

1. I watch my step at all times. 

2. I do not lean out of an open window, or against a 
window screen or glass window pane. 

3. I do not lean against banisters or porch and fire 
escape railings. 

4. I do not climb up and stand on rocking chairs, shaky 
stepladders, pulled out dresser drawers or other shaky 
objects that may tip over. 

5. I do not trip others, and do not leave toys or other 
objects on the floor, stairway or sidewalk, whicli may cause 
myself or others to trip. 



Courtesy National Safety Council 

Don’t Climb in Dangerous Places! 












100 


Safety Programs and Activities 


6. I do not throw fruit peelings on the sidewalk. I pick 
up or kick aside any that have been left on walks by others. 

7. I look where I step and do not leave marbles, fruit 
pits or small stones on the floor or sidewalk where others 
may step on them and turn an ankle. I pick up or kick 
aside any that I find left by others. 

8. I will ask Mother not to keep small rugs on finished 
floors at either top or bottom of a stairway. 

9. I will be careful when climbing trees, fences, poles 
or on buildings of any kind. 

10. I will sprinkle ashes, sand or salt on icy walks 
and steps. 

11. I will not pull chairs from under others. (This old 
trick of moving a chair when some one is about to sit down 
on it has caused many serious spinal injuries.) 

12. I will assist old people and little children in any 
way that will safeguard them against falling. 

For Younger Children 

Safe Ways Nos. 1 to 7, inclusive, will be understood by 
younger children and are needed by them. Safe Way 
No. 8 deals with a common cause of serious falls in the 
home, but which children do not control. Safe Way No. 9 
for younger children should read: I do not climb trees, 
fences, poles or on buildings. 

Slogans and Jingles 

A Safety Tip—Don’t slip. 

Better be careful than crippled. 

One trip may break a hip. 


November Programs 101 

Walk with care, everywhere, 

In the halls and on the stair, 

On the street and in the yard, 

Be at all times on your guard. 

Safety First means this, you know, 

To watch your step wherever you go. 

It may hurt your pride not to take a chance, 

When a playmate dares by word or glance, 

But pause and remember that your life and limb 
Are far more important to you than to him; 

So always practice this good and safe rule, 

When on the street, at home or at school. 

Songs 

Use those given in Programs IX and X. 

First Aid Measures 

Injuries resulting from falls include broken or dislo¬ 
cated bones, sprained joints, strained or torn muscles or 
ligaments, and bruises. All such injuries should receive 
the attention of a doctor as soon as possible, as their extent 
and seriousness cannot be determined by the ordinary 
layman. 

First Aid for broken bones, or fractures, as they are 
usually called, should as a rule be limited to making the 
victim as comfortable as possible until the doctor arrives. 
If a doctor is not within reach, try to bind the broken bone 
in splints made from any kind of long, rigid material, 
and get the patient to a doctor as soon as possible. 

Never risk going any great distance from medical aid 
without taking along a good book giving detailed direc- 


102 


Safety Programs and Activities 

tions for First Aid methods in all emergencies and some 
First Aid supplies such as those suggested in Program II. 

Dislocated bones seldom can be replaced successfully 
by unskilled persons. Cloths wrung out of very cold water 
will give some temporary relief from pain. 

Hot or cold applications will give relief when a joint is 
sprained or a ligament strained, after which the injured 
part may be bound with cloth bandages, then taped if need 
be, until it can receive the attention of a doctor. 

The pain of severe bruises may be relieved by raising 
the part and applying cloth wrung out of cold water. In 
some cases hot applications will give more relief than cold 
ones. But do not use hot applications, if the skin is broken. 

In cases of strained or sprained ankles it is better to 
leave the shoe on if the patient must walk at all, while 
binding the ankle over or above the shoe. Do not try to 
bind an ankle or broken ribs with adhesive tape. Leave 
this task for the doctor who knows how to do it properly, 
and do your temporary First Aid binding with cloth 
bandage, over which you may use some adhesive tape to 
hold the bandage in place. 

PROGRAM XII 

Topic: Using Safety Sense with Gas and Firearms. 

Introductory 

For some reasons why more Safety Sense is needed 
when using gas, gasoline, kerosene and firearms, refer to 
Accident Facts for Program XII, in Part III. 


November Programs 
The Story of Gas 


103 


Gas is used for cooking, lighting and heating purposes. 
There are two kinds of gas: natural gas, which comes 
from the ground, and artificial gas, which is manufactured 
by burning coal and by various other processes. 

Artificial gas was used in many cities long before 
natural gas was discovered. It was used for lighting both 
indoors and outdoors before electricity was made avail¬ 
able for this purpose. 

Acetylene gas, made by mixing calcium carbide with 
water, is used for lighting many farm homes because it 
can be generated in lamps made for this purpose and in 
small lighting plants from which it is piped into the dif¬ 
ferent rooms of a house through the same kind of fixtures 
used for illuminating gas made from coal or for natural 
gas. Because of its ability to shine through fog and mist, 
carbide light is used for railroad and harbor signal lamps, 
and by miners. 

Natural gas is now piped long distances. A striking 
example is the use in Denver homes of natural gas piped 
from wells in the vicinity of Amarillo, Texas. 

When fuels are burned without enough air, a deadly 
gas, called carbon monoxide, is produced. As it has no 
color or odor it is possible unknowingly to breathe enough 
of this gas to cause sleep and then death. The exhaust from 
the engine of an automobile contains a large amount of 
carbon monoxide. Stoves filled for the night with wood 
or coal and with drafts closed may give off fatal quanti¬ 
ties of monoxide gas. 


104 


Safety Programs and Activities 


Gas of any kind will cause death if inhaled in sufficient 
quantities. This is called asphyxiation. Little children 
may turn on the burners of a gas stove and suffer asphyxi¬ 
ation, if left alone in the kitchen for any considerable 
period. Gas leaks in stove burners, pipes, connections and 
lighting fixtures have resulted in the asphyxiation of en¬ 
tire families when the leak was unobserved before retiring 
for the night. 

The term “gas” often is used when gasoline is meant, 
hence it will be well to make sure that pupils do not think 
you are referring to gasoline when you talk of gas, as 
referred to here. 

A visit to a gas plant will be of interest to upper grade 
pupils who live in communities having such plants. 

Safe Ways with Gas 

Safe Ways with Gas Lights included in Program VII 
may be discussed at this time together with the following 
suggested Safe Ways for using gas in various ways: 

1. Be sure that all gas burners, lights and other gas 
apparatus are turned off securely before retiring at night. 

2. When you smell escaping gas, first open doors and 
windows and then, when the gas has gone from the room, 
look for the leak. 

3. Never look for a gas leak with a lighted match, 
candle or flame. Use a flashlight and locate the leak by 
its smell, or report to the Gas Company. 

4. Use flexible metal tubing to connect portable stoves 
and heaters, and make sure that ends fit securely. Also 
have a shut-off on the source pipe to which the tubing is 


November Programs 


105 


attached, so gas may be shut off at this point when port¬ 
able equipment is not in use. 

5. Do not play with calcium carbide. If you have a 
use for it, keep your supply in a tightly covered can, out 
of the reach of small children. 

6. Never run a motor engine when the car or other 
vehicle is inside the garage, without leaving windows and 
door open. 

Firearms Are Not Playthings 

Firearms are used for protection and for hunting by 
those who are old enough to know how to handle them. 
In many cities it is unlawful to discharge a rifle within the 
city limits for any purpose other than self-defense. Most 
states forbid the carrying of concealed weapons of any 
kind, and in some states dealers in weapons are required 
to register name and address of purchaser. Is this a good 
law? 

Discuss whether firearms are needed for protection in 
your community, and the extent to which they are used for 
hunting. The Pilgrims found it necessary to carry guns 
while going to church. Are we more safe than they? 

Safe Ways for Discussion 

1. Do not keep a loaded gun of any kind in the home, unless 
it is positively needed for protection. 

2. Keep all firearms, whether loaded or not, out of reach of 
little children. 

3. Never play with firearms of any kind. 

4. Never point a gun at anyone, even in fun. 

5. Be careful about walking in the woods or fields during hunt- 


106 


Safety Programs and Activities 



Courtesy National Safety Council 

Let Mother Do This! 

Children who use Safe Ways never play with burner cocks on gas stoves 

ing season. Wear a bright colored cap or a red handkerchief on 
your head, so that hunters may see you more easily. 

6. If you go hunting with your father, stay by his side instead 
of running ahead where you might be out of sight and be a 
target for a shot aimed at a rabbit or other prey. Many such 
accidents are on record. 







November Programs 


107 


Safe Way No. 3 for Firearms will be sufficient for younger city 
children, while country children may need to be taught Nos. 4 
and 5 in communities where much hunting is done. 

For Younger Children 

Younger children often play with the burner cocks on 
gas stoves, hence it is important that they learn that the 
gas which escapes without being burned properly is dan¬ 
gerous if one breathes it and may cause an explosion if a 
match or other flame is lighted later. 

They will be eager to tell Daddy to keep the windows 
open when his auto engine is running in the garage. Safe 
Ways suggested are: 

1. I do not touch the burners on our gas stove. 

2. I will tell Mother if I smell gas in the air. 

3. I will ask Daddy to keep the windows open when 
his auto engine is kept running in the garage. 

Slogans and Jingles 

A little care makes mishaps rare. 

If trouble you want to hatch 

Look for gas with a lighted match. 

Play always with things safe and sane 
And thus save many an ache and pain. 

Yell 

Safety! Safety! here and there! 

Safety! Safety! everywhere! 

Safe in work and safe in play! 

Safe in every single way! 

Rah! Rah! Rah! 

Safety! Safety! Safety! 


108 


Safety Programs and Activities 
Song 

Sing one or two stanzas and chorus from the “Fire 
Song,” Program V. 

First Aid Measures 

When a person has been overcome with gas of any kind 
get a doctor as quickly as possible. Remove the patient 
to a room in which there is plenty of fresh air. If the pa¬ 
tient is not breathing, begin at once to try to induce respira¬ 
tion by the prone pressure method of resuscitation as 
described in Program XXXVI. If unconscious, but breath¬ 
ing, keep the patient warm, have plenty of fresh air in the 
room, and watch closely, so as to start artificial respiration 
if he does stop breathing. 

In many cities either the Gas or Electric Company or 
Fire Department has “inhalators,” by which a patient is 
given oxygen to breathe, thus reviving him more quickly, 
unless he is past help. Find out now if such assistance is 
available in your community and how to obtain it quickly 
in case of need. But do not wait until such aid arrives. 
Start artificial respiration in all cases of suspended breath¬ 
ing from gas inhalation. Delay may mean death. 

When removing a gas victim from the gas-filled room, 
take a few deep breaths before entering and, if possible, 
hold your breath while in the room. If person is too heavy 
to lift, drag him out, unless you have an assistant. 

Powder burns from firearms or fireworks often cause 
serious infection and all such wounds demand the atten¬ 
tion of a doctor. Temporary aid for cuts and scratches 
may be given as outlined in Program X. 


DECEMBER 

General Topic: Using Safety Sense to Insure Christ¬ 
mas Happiness. 

PROGRAM XIII 

Topic: Safe and Dangerous Toys. 

Introductory 

Certain hazards are connected with toys of different 
kinds but there are plenty of safe toys and safe ways of 
handling some that might prove dangerous if used care¬ 
lessly. 

Electrical toys operated by dry batteries are entirely 
safe, while those having transformers may be safely con¬ 
nected with the light current, provided the current is alter¬ 
nating. With direct current it is impracticable to secure 
a really safe connection for electrical toys. Hence it is 
important that you know what kind of current you have 
before purchasing such toys, and also learn how the toys 
are equipped for using current safely. 

The transformer which is supplied with many electrical 
toys and which is essential if light current is used (alter¬ 
nating only) changes the current to a low voltage of 10 
to 15, which is sufficient for operating the toys, but will 
not produce electric shock if touched accidentally. Of 
course the transformer should be supplied with a per¬ 
manently attached, heavily insulated cord and an attach- 
109 


110 


Safety Programs and Activities 



Safe Toys 

The electric train with which this boy is playing has an inclosed trans¬ 
former which reduces the current voltage so there is no danger of electric 
shock or possibility of flashes which might cause burns or start a fire. 


ment plug for connecting it with lamp or wall sockets. The 
transformer itself should be entirely inclosed in an iron 
or other case. To avoid possibility of flashes which might 
cause burns or start a fire, the transformer should have 
its low voltage terminals guarded and should be equipped 
with fuses which will prevent too great a current in toys 
or transformer. The low voltage terminals should never 
be connected with each other or with a lamp socket or 
other receptacle on house wiring. 

When playing with electrical trains do not lay metal 
objects across the tracks, as this will cause a short circuit. 
Do not leave electrical toys connected when not in actual 









December Programs 


111 


use. Remember that cheaply constructed electrical toys 
may cause sorrow rather than happiness. 

Toy weapons of various kinds cause many fatal accidents 
and serious injuries. If children must have machine guns, 
cannons and toy pistols, only those using flint as ammuni¬ 
tion are safe. 

Air guns are dangerous toys and are capable of causing 
death or serious injury. 

Archery sets which consist of real bows and arrows are 
safe only for older boys and girls and then only when used 
out-of-doors where target shooting may be practiced with¬ 
out any danger of hitting anyone with an arrow. 

However, for those who are interested in archery, there 
are now on the market brush archery sets which afford 
much indoor fun and practice in using the bow and arrow. 
In these sets the arrow is a stick with a brush on one end, 
while the target is a large round brush with fairly stiff 
bristles, into which the brush-tipped arrow may be shot in 
the same manner as one would shoot a regulation arrow. 

Dolls, rattles and other toys made from celluloid are 
unsafe for the little folks if there is any chance that such 
toys will be played with near a hot stove, fireplace or open 
flame of any kind. 

Discuss how carefulness which will protect boys and 
girls from the dangers of recklessness and thoughtlessness 
will mean more to parents and friends than the finest gifts 
that one might purchase. 

Make a list of gifts desired by pupils and discuss Safe 
Ways for enjoying these gifts. Refer to subject matter in 
other programs for suggested Safe Ways with ice and roller 


112 Safety Programs and Activities 

skates, bicycles, sleds and other play equipment as listed 
in index. 

Discuss how shopping and mailing early will promote 
the cause of Safety. 

For Younger Children 

While children are thinking about certain toys which 
they hope to get from Santa Claus their minds are in a re¬ 
ceptive attitude toward Safe Ways which Santa Claus 
wants them to use with these greatly desired toys', pro¬ 
vided they do receive them at Christmas time. Make a list 
of the toys the children want and discuss how unsafe 
ways of playing with these toys may bring unhappiness 
to the children, their parents and Santa Claus. 

Make a list of “Safe Ways with Safe Toys.” 

Have the children write letters to Santa Claus telling 
him what they want for Christmas and how they plan to 
use Safe Ways in enjoying these gifts. Santa Claus wants 
all boys and girls to be happy. Keeping safe and helping 
others to keep safe helps ourselves and others to be happy, 
and will surely pleas.e our jolly old friend. 

The importance of observing Safe Ways on Streets as 
taught in Programs I, II and IV, when doing their Christ¬ 
mas shopping may be impressed upon children by using 
the Singing Game included in this program. 

Slogans and Jingles 

A safe toy is only as safe as its user. 

Carelessness with toys brings pain to girls and boys. 

Safety ever—accidents never. 


December Programs 


113 


December, holly-wreathed, beloved by girls and boys, 

Says to you, everyone, “Take safe care of toys.” 

Think about safety while crossing the street; 

Forget your presents till the sidewalk you meet. 

SANTA AND SAFETY 

Old Santa Claus put on his coat, 

Said he, “This is the day 
When I must get the reindeers out 
And harness to the sleigh; 

For I must take to earth this year 
A load of Safety toys, 

Of things that will not hurt or harm 
My precious girls and boys. 

The letters come from each and all, 

From children far and near, 

To say they’ll do their very best 
To have a Safety »year. 


Songs 

Sing some of the songs from Programs I, II and IV to 
remind pupils of Safe Ways on Streets while doing their 
Christmas shopping. 


SINGING GAME 

Tune : London Bridge 

Jack and Jill have gone to town, 
Gone to town, gone to town, 
Jack and Jill have gone to town 
Christmas shopping! 


114 Safety Programs and Activities 

Down the street they gaily go, 

Gaily go, gaily go, 

Down the street they gaily go 
At the corners stopping! 

“Wait,” said Jack, “let’s look both ways, 

Look both ways, look both ways, 

Wait,” said Jack, “let’s look both ways 
And then cross over!” 

Christmas gifts for everyone. 

Everyone, everyone, 

Christmas gifts for everyone. 

Even Rover. 

Shopping over, home they go, 

Home they go, home they go, 

Shopping over, home they go 
Safe and merry! 

—Safety Education 


PROGRAM XIV 

Topic: Safe Ways with Christmas Trees, Decorations and 
Costumes. 

General Discussion 

Of all times it would seem hardest to have the joys of 
Christmastide marred because of a failure to observe 
Safety practices. 

We have learned in previous programs about fire and 
how ready it is to pounce upon us if given the slightest 
chance to start where it doesn’t belong. 

Candles on Christmas trees and inflammable decorations 


December Programs 


115 


placed near lamps, fireplaces and stoves are the special 
fire hazards of the Christmas season. Costumes of paper 
or other inflammable material are another hazard to be 
guarded against. 

A Christmas tree can be made very beautiful with home¬ 
made decorations so that lighted candles will not be missed, 
even though you may not be able to have electric lights as 
a safe substitute for the candles. 

Cheap electric light Christmas tree sets involve risks 
from shorted wires and burn out so quickly that it is far 
better to buy a good set of lights, which can be used for 
several seasons. If you use electric lights on your tree, be 
careful not to hang tinsel where it may come in contact 
with lamps or cord, as an exposed part might result in a 
spark which would cause a fire. 

Decorations made from paper or celluloid are risky even 
with electric lights, but there is no end to the lovely decora¬ 
tions that can be made from paper and safely used if you 
decide to get along without lights of any kind on your tree. 

A spotlight thrown on your school tree and playing 
different colors would prove quite entrancing, if you have 
electricity and a stereopticon or motion picture projector 
of any kind to use for this purpose, and can get some of 
the color sheets used by theaters. 

Make-Believe Candles 

Why not fashion some make-believe candles for your 
school or home Christmas tree? The following directions 
for making candles from clothespins are from a bulletin 
issued by the Playground and Recreation Department of 


116 


Safety Programs and Activities 


Los Angeles, California. These candles were originated 
and designed by Miss Frances Woods. 

An attractive candle can 
be made from a clothespin. 
Take a five-inch square of 
stiff paper and wind on a 
round stick about the diam¬ 
eter of clothespin, pasting 
the free edge of the paper. 
Remove the stick. Place a 
little glue inside one end 
of the tube and slip over 
the clothespin. Cover the 
candle form with whiting 
and glue paste. Roll in 
“diamond dust” and when 
dry add the “flame” made of 
red foil. Paint the clothes¬ 
pin prongs dark green. The 
prongs will slip over the 
branches of the tree and 
hold the candle upright. 

A simple candle can be 
made by younger children 
from colored paper. Wind 
on a stick and paste the 
free edge. Remove from 
the stick and add flame of 
orange crepe paper. Slit 
the bottom of the candle on two sides and pin over the branch. 


STIFF PAPER 
5 INCHES SQUARE 


CLOTHESPIN 

CANDLE 


CLOTHESPIN 


Safety Candles 


Make a list of Safe Ways for Christmas trees and decora¬ 
tions and take a copy of it home. If fireworks are used in 
connection with Christmas celebrations, refer to Program 
XXXVII for material on this subject. 











December Programs 117 

Slogans and Jingles 

When you light your Christmas tree, 

Remember that you must careful be. 

Better be safe than sorry. 

Care for Safety means safety from care. 

Christmas ought to bring happiness—not hurts. 

Christmas time will soon be here 
Oh, what fun ’twill be! 

Instead of candles on the tree, 

Electric lamps we’ll see. 

YOUR CHRISTMAS TREE 

When you set up your Christmas tree bright, 

Please give a thought to our fight, 

And help it along just a little mite, 

By the absence of candlelight. 

We know it is really a pretty thing, 

As it flickers and shines on the toys, 

But our thought is not for the glittering sight, 

It’s just for the girls and boys. 

Then let’s watch ourselves on Christmas day, 

And each careful child in his place, 

Then instead of a burn on a body so fair, 

Have a smile on everyone’s face. 


Songs 

Use “Sing a Song of Safety,” Program IX, and “Safety 
Trail*” Program X. 


118 Safety Programs and Activities 

PROGRAM XV 

Topic: Using Safety Sense to Insure a Happy Holiday 
Vacation. 


Introductory 

With the thoughts of all centered on Christmas and its 
prospective joys, more will be accomplished in the interest 
of holiday safety through calling attention to the most per¬ 
tinent of the Safe Ways that have been discussed in pre¬ 
ceding programs rather than through the introduction of 
new Safety ideas. 

However, it may be well to call attention to Safe Ways 
for Coasting and Skating, if weather conditions in your sec¬ 
tion indicate that these diversions will attract the pupils 
during the vacation period. Programs XVII and XVIII 
cover this subject, and may be utilized to the extent that 
each school deems advisable at this time. Your ability 
to use this material as a separate program will depend also 
on the length of your holiday vacation. Seven programs 
are provided for December and January; hence, if your 
school has two weeks’ vacation, it is suggested that Pro¬ 
gram XVII be combined with other programs in December 
or January as may be deemed practical. 

Vacation Safe Ways Previously Discussed 
Program III. I will not play in any street or roadway. 

Discuss ways pupils of your school might want to play 
in the street or roadway during the holiday vacation. Who 
expects a Christmas gift that will tempt him to play in the 


December Programs 


119 


street? List Safe Ways for gifts or toys that are mentioned. 
Recite slogans and Safe Play yell from Program III. 

Program X. Safe Ways with Christmas Gifts That May 
Cause Cuts and Scratches. 

Discuss gifts that may be so listed (scissors, tools, pocket 
knives, etc.) Refer to Program X for Safe Ways with 
these articles. 

Repeat slogans and the song, “The Safety Trail.” 

Repeat “Safety First and Safety Last” yell from Pro¬ 
gram XXIV. 

Song: “Join the Safety Ranks,” Program II, or “Safety 
Kids,” Program III. 

Close with the following verse: 

CHRISTMAS JOYBELLS 

The joybells are ringing 
For Christmas is near, 

To everyone bringing 
Its joy and its cheer. 

Old Santa Claus is talking, 

Safety Sense you may hear, 

As he pleads with the children 
For a glad Safety year. 

Safety Game 

“Toy Tag” may be played as a Safety game to teach 
younger children which toys are safe, and Safe ways with 


120 Safety Programs and Activities 

toys. Each player takes the name of a safe toy. One 
child is the tagger. Any player may escape being tagged 
by imiiating some action of the toy he chose, or some Safe 
Way to play with it. 

TOM’S CHRISTMAS SHOPPING 

It was three days before Christmas and Tom went down town 
to buy Ethel a Christmas present. When he arrived at Twelfth 
and D streets he saw a large truck filled with Christmas trees. 

He began to think which of the trees would be nice for his 
home, and soon he was so interested in the Christmas trees that 
he almost forgot the part of the Safety code which says, “I stop 
and look both ways to see that it is safe before crossing a street 
or highway.” 

He would have stepped into the street in the path of a heavy 
truck if he had not heard someone call “Tom!” 

It was Ethel who had called. ’’Where are you going, Tom?” 
she said. 

“I am going to buy some Christmas presents, but I surely 
would have been struck by that truck which just passed if you 
had not called to me. I was thinking so much about Christmas 
that I had forgotten about ‘Stopping and looking both ways.’ ” 

“I am glad that I called to you, Tom,” replied Ethel. “I will 
see you again, but always remember, ‘Stop, Look and Think.’ ” 

“I will, Ethel,” replied Tom. “Good-by.” 


JANUARY 

General Topic: Using Safety Sense to Have a No- 
Accident Year. 


PROGRAM XYI 

Topic: Safe Ways for a Happy New Year. 

Introductory 

This program may be utilized as a reminder of Safe 
Ways of major importance discussed in Programs I to XII, 
inclusive, if your school has used these programs to date, 
or it may serve as an introduction to some of the Safety 
ideas included in these programs and not yet presented in 
this form to your pupils. 

If your school or classroom has worked out a Safe Ways 
Code of its own, this Code may form the basis for the dis¬ 
cussions which will constitute the principal part of this 
program, although it may be impossible to discuss all of 
the minor Safe Ways which have grown out of Programs 
I to XII. In any case the discussion outline offered herein 
will be suggestive as to procedure, topics and classifica¬ 
tions. 

If you have not developed a Safe Ways Code of your 
own, ask each pupil to tell of the unsafe practices of which 
he has been guilty during the past year, and unsafe prac¬ 
tices of others which have hurt him in any way. Write 
these on the blackboard and from them formulate a Safe 
121 


122 


Safety Programs and Activities 


Ways Code, making such additions as pupils may suggest. 
Each classroom may give copy of the code thus formulated 
to an all-school code committee which will summarize the 
Safe Ways for presentation at an assembly or further dis¬ 
cussion in each classroom. 

If you have time, and have not previously had Accident 
Facts related to Programs I to XII presented, or wish to 
present some of these facts a second time, refer to Accident 
Facts for the program indicated, and so listed in Part III. 

Assign different pupils in advance to the task of looking 
up these facts and being prepared to make a brief report of 
same in the proper connection during the presentation of 
the program. 

If program is presented at a school assembly, it may be 
limited to reading of the Code, interspersed with slogans, 
rhymes and songs, and two or three general talks on such 
topics as, “Why We Want a No-Accident Year,” “Some 
Safe Ways That Are Much Needed in This School,” and 
“How Our Safety Council Plans to Promote Interest in 
Safety This Year.” Younger pupils may participate by 
reciting appropriate rhymes and a first or second grade 
group may give the motion song, “Safety Kids,” from 
Program III. 

If the program is used in a classroom or home room 
only, the discussion as suggested in the preceding para¬ 
graph may intersperse presentation of accident facts, songs, 
yells and slogans, as suggested in the tentative program 
outline offered as a general guide for the use of teachers 
and Safety officers. 


January Programs 


123 



A Safety Acrostic 

LET CARE BE OUR MOTTO 

S is for Safety. 

Be on the safe side. 

Let care be our motto 
And caution our guide. 

A is for Accident, 

Which you may meet 
If you are careless 
In crossing the street. 

F is for Foolish, 

And foolish is he 
Who thinks not of safety 
When safe he can be. 

E is for ears 

As well as for eyes; 

Use both for protection, 

If you are wise. 




124 


Safety Programs and Activities 

T is for Trouble 

That carelessness brings; 

When we are careful 
Danger takes wings. 

Y is for young folk 
Who sometimes forget; 

Be careful and you will 
Have naught to* regret. 

—Cleveland Safety Sentinel 

Tentative Program 
Opening Song: “Join the Safety Ranks,” Program II. 
Greeting by Chairman: 

19— is our new year, 

We hope it brings to all good cheer; 

If Safe Ways you will always observe, 

Good fortune you will surely deserve. 

Discussion: Safe W^ays on Streets Nos. 1 and 2 (Programs 
I and II). 

Slogans. 

Song: “Take a Long Look,” Program I. 

Discussion: Safe Ways on Streets, No. 3 (Program III) 
Safe Play Yell. 

Discussion: Safe Ways on Streets, Nos. 4 and 5 (Program 
IV). 

Slogans. 

Song: “Slogans and Signals.” 

Discussion: Safe Ways at Home. 

Refer to Programs VI, VII, VIII and XII for slogans 
and rhymes. 

Song: “Fire Wardens,” Program VII. 


January Programs 


125 


Discussion: Safe Ways at School. Refer to Program IX 
for slogans and rhymes. 

Discussion: Safe Ways at Home and at School. Refer to 
Programs X and XI for slogans and rhymes. 

Song: “Safety Trail,” Program X. 

All repeat in unison: 

On the street, at home, at school, in work or play, 

I will this year, each hour, each day, 

Try to remember always to use the Safe Way. 

Song: “Sing a Song of Safety,” Program IX. 
PROGRAM XVII 

Topics: (A) Safe Ways in Winter Sports. (B) Suggestions 
for Substitute Programs in Warm Climates. 

If You Live in a Warm Climate 

If you live where winter sports do not exist, you will 
prefer to omit Programs XVII and XVIII on this subject 
and make use of material on other phases of Safety. If 
you have made full use of all the material offered in pre¬ 
ceding programs, additional material on these and other 
topics may be obtained either free or at small cost from 
various sources as listed in the Bibliography ,at the end of 
Part III. 

Some of the projects suggested in Part III might be 
worked out at this time, or you might have an original 
song, slogan and story contest and present the best con¬ 
tributions as one program. Then have a debate, play, mock 
trial or First Aid demonstration as the main feature of an- 


126 


Safety Programs and Activities 


other program. Or, you might just sing some Safety 
songs and play some Safety games that are included in 
preceding programs. 

Why We Need Safe Ways in Winter Sports 

In most towns and cities and on a large portion of the 
main highways in the country, winter weather conditions in 
the colder sections of the country do not affect automobile 
traffic sufficiently to eliminate any of the dangers that exist 
during other seasons of the year. While traffic may be re¬ 
duced somewhat, cars are not controlled as well on streets 
that are slippery with ice and snow. Hence all of the Safe 
Ways on Streets discussed in previous lessons are necessary 
and some special warnings are needed with reference to 
coasting or skating on streets. 

Some Coasting Dangers 

Some boys and girls who do not risk coasting in the street 
or highway are careless about coasting down driveways or 
hills that end at a street or highway across which their sleds 
are likely to slide unexpectedly. 

Hitching sleds to moving vehicles is another practice 
that results in many serious accidents each winter. 

Collisions with other sleds and with trees, telephone 
poles and other obstacles are other dangers to be avoided. 

Make lists of safe and dangerous coasting places in your 
community or neighborhood, and discuss the reasons why 
each is safe or dangerous. 

If safe places are lacking perhaps the city authorities 


January Programs 127 

will close off a street for this purpose, as is done in many 
cities. 

Guarding street crossings toward which children may 
coast and seeing that pupils do not coast in dangerous 
places or ways near the school should be included in the 
duties of school Safety patrols at this season of the year. 

Snowballs and Other Forms of Snow Play 

Throwing snowballs is a sport that all children enjoy, 
especially when the snowball hits the other fellow. 

Hard snowballs cause many serious injuries and have 
been known to cause death when hitting a person on the 
temple or other place on the head. 

Use your hard snowballs for distance and target throw¬ 
ing contests, but do not throw them at your schoolmates. 

Soft snowballs are not likely to hurt anyone, but it is 
always best to avoid throwing these toward another’s face, 
and especially if the person aimed at wears glasses. 

Children may get excited and run into the street to avoid 
being hit by a snowball, only to be hit by a passing auto¬ 
mobile instead. 

Safe Ways for Discussion 

1. Coast only in safe places. 

2. Do not hitch sleds to moving vehicles. 

3. Do not coast across a street or highway. 

4. Look out for other sleds, trees, poles or other obstacles with 
which your sled may collide. 

5. Keep to the right when coasting. 

6. If separate trails cannot be provided for small sleds and 
bob sleds, the former should go down while the bob sleds are 
coming up. 


128 


Safety Programs and Activities 


7. If there is a heavy traffic street or highway at bottom of 
your coasting hill, a belt of sand or cinders fifty feet wide should 
be placed at the bottom of the hill to stop sleds before they 
reach the danger zone. 

8. Don’t throw hard snowballs. 

9. Don’t throw snowballs of any kind toward another’s face. 

10. Don’t run into the street to escape being hit with a snow¬ 
ball. 

11. Be careful not to hurt little children when coasting or 
throwing snowballs. 

Slogans and Jingles 

A safe hill has no traffic. 

Snowballs cold bring sharp pains to young and old. 

C Sharp or B Flat. 

TOMMY’S SLED 
Tommy had a bright new sled— * 

A-coasting he would go; 

But in the street he never went 
When sliding on the snow. 

SAFETY IN THE SNOW 
Jack Frost has done his work, alas! 

O’er pavement, street, trees and grass; 

As soft as silk, as white as cotton, 

Children love it, ’tis never forgotten. 

’Tis nice to play out in the snow, 

But we must know how far to go; 

A snowball may an eye put out, 

There’re reckless coasters all about. 

A skidding car may end your day, 

If in the street you chance to play; 

So listen now to what I say 
And practice every Safety Way. 

—Adapted from Montebello Safety Bulletin 


January Programs 129 

LILL’S CARELESSNESS 

’Twas a long and steep and dangerous hill 
That looked so tempting to little Lill; 

She sneaked away to go down on her sled, 

When she should have been safely tucked in her bed. 

She started to run, she jumped on her sled; 

But she slipped on the ice and hit her poor head; 

She felt quite dizzy when down she tumbled 
And only a few words at first she mumbled. 

She shouted for help and her father came. 

She soon found out she was slightly lame; 

LilPs father carried her home to bed. 

After that, “Safe Ways are best,” she said. 

Song 

SAFETY SONG 
Tune: Merry Life 

Some think that Safety rules were made for frolic, 

And so did we! And so did we! 

Some think to face new dangers is just jolly, 

And will not heed! And will not heed! 

Until some joy is marred by careless crossing, 

A busy street! A busy street! 

Or smiles are quickly changed to tears of sadness, 

To try to meet a dangerous feat! 

Chorus 

Hearken! Hearken! always lend an ear. 

Safety! Safety! is the voice we hear. 

And if we heed we’ll never need 

To fear the gloom that dangers breed. 

Joy will come to you, 

If to Safe W T ays you will be true. 

—Baltimore Safety Bulletin 


130 Safety Programs and Activities 

Suggestions for Safe Snow Play 

Snowball target throwing games, and distance throwing 
contests afford exciting diversion that may serve as a safe 
substitute for throwing snowballs at each other. Many 
familiar ball games may be adapted for snow play of this 
kind, as may also bean-bag throwing games familiar to 
little children. A snowball may be substituted for ball or 
bean bag in any game of this type except those in which 
the ball or bag is to be caught or batted. 

Snow sculpture, in which the old diversion of making 
snow men is enlarged to include modelling of animals and 
other figures, is another form of snow play that is both 
safe and constructive. 

PROGRAM XVIII 

Topic: Safe Ways in Winter Sports (2). 

Skating Hazards 

Skating in streets and roadways and skating on thin 
ice and into holes are the serious dangers to be avoided 
by those who enjoy this winter sport. 

Rivers, lakes and other places where the water is deep 
are unsafe unless the ice is several inches thick. Some 
places in the ice may be thinner than others, especially 
on a river that has a swift current. 

Make a list of safe places for skating in your com¬ 
munity and post this list on bulletin boards in halls, or in 
each classroom. 

Safe skating places are provided in many cities by 


January Programs 


131 


flooding sunken garden or other suitable park areas. 
These safe ice rinks may be made also on school grounds, 
vacant lots and home yards. 

How to Make an Ice Rink 

Unless the area to be flooded is lower than the sur¬ 
rounding space, it will be necessary to build sides by set¬ 
ting up two-inch planks. Ice will not harm the grass and 
the damage done by driving stakes to hold the planks is 
easily repaired. For a backyard rink, 15x30 feet is large 
enough to afford much pleasure for a small group and 
for practicing the fundamentals of figure skating. A 
school rink should be larger, of course, as should also a 
neighborhood rink made on a vacant lot. 

The temperature must be below the freezing point when 
you make the rink, and you must spray the water on 
slowly so that it will freeze immediately. The lawn 
sprinkling attachment on the garden hose, or an ordinary 
sprinkling can may be used to spray the water. You may 
have to spray on some and wait a few minutes, then spray 
some more. The main point is that unless ice forms, the 
water will merely soak away in the ground. 

Water from the faucet or from a well, if you live in the 
country, is warmer than the ground or the atmosphere in 
freezing weather, so it must have a chance to freeze by 
putting on only the amount that will freeze, and then add¬ 
ing more in small amounts. If you work long enough to 
get a thick layer of ice on the ground, a little rise in tem¬ 
perature will not destroy your rink, but may melt it 


132 Safety Programs and Activities 

enough so that more water must be sprayed on to maintain 
a smooth surface. 

You are warned also against building your rink on 
ground that slopes toward the house, as melting of the 
ice may cause the water to run into the basement. 

Safe Ways for Skating 

1. Do not skate in any street or other roadway. 

2. Do not skate on a river, lake or deep pond unless 
you are sure the ice is several inches thick. 

3. Obey danger signs placed near unsafe skating 
places. 

4. Do not pour water on sidewalks to make ice for 
skating or sliding, as other people may slip and fall on 
such places. 

5. When skating on a river or lake, have rope within 
reach to be used in rescuing anyone that might fall 
through. (Refer to First Aid measures.) Have a strong 
stick fastened securely on one end of the rope. 

Slogans and Jingles 

Skate only in safe places. 

A word to the wise is always enough— 

Except those who think Safety’s a bluff. 

When you skate, stay on thick ice; 

A cold water bath is not so nice. 

Winter time! Jolly time! 

Skating time is here. 

Do not skate on thin ice, 

For danger’s lurking near. 


January Programs 133 

GOOD ADVICE 

One-inch ice—all keep away. 

Two-inch ice—one person may. 

Three-inch ice—small group stay. 

Four-inch ice—everything o. k. 

Songs 

Use songs from Programs III and XVII. 

First Aid Measures 

No skating accidents are likely to occur if everyone 
observes Safe Ways, but it is well to know how to rescue 
a person in case of accident. If a person breaks through 
the ice and falls in, do not rush to the edge of the opening 
yourself. Grab the rope which should be kept handy as 
suggested in Safe Ways, and throw it to the person so he 
can seize the stick and pull himself out. If you do not 
have a rope, push a plank or pole toward the opening. 
If several others are present, a human chain may be 
formed to aid the victim in getting out of the water. The 
person at one end of the chain crawls on hands and knees 
toward the opening, while the second person holds onto his 
feet securely, and the next person in turn holds onto the 
second person and so on. In this way the first link in the 
chain may pull out the one who has fallen in, while the 
rest of the chain keeps him from serious danger, in case 
the ice gives way under him. Quick action is necessary, 
especially if the skater falls through when skating on 
river ice, as the current may suck him under the ice 
beyond reach. 

If the person rescued is breathing, wrap something 


134 Safety Programs and Activities 

around him and have him exercise to keep warm until you 
get him to a house. If he is not breathing, use artificial 
respiration as outlined in Program XXXVI. However, it is 
necessary to get the victim to warm shelter as soon as 
possible, or he may freeze. If shelter is some distance 
away, build a bonfire if this is possible, or get a door or 
ladder and blankets on which to lay the victim, so that 
someone may start prone pressure resuscitation on him 
and continue it while he is being carried to shelter. Get 
a doctor as quickly as possible. 

Frost Bite and Exposure 

Avoid frost bite by wearing sufficient clothing in freez¬ 
ing weather and by rubbing briskly any part of the body 
that becomes cold. When the part loses feeling after 
being very cold, it has been frozen. When this happens, 
rub first with snow or cold water and gradually warm the 
water. Hot water used at first will cause great pain and 
may cause mortification of the frozen part. When circu¬ 
lation has been restored apply vaseline or any good prepa¬ 
ration used for burns. 

In cases off extreme exposure to cold and when a per¬ 
son is unconscious the victim should be taken into a cold 
room and rubbed with cloths wet in cold water. The 
room; should then be warmed gradually, and the cloths 
wet in water that is gradually warmed. As soon as the 
patient is able to swallow give a stimulant which may be 
aromatic spirits of ammonia in water, coffee or tea. It 
is dangerous to place the patient before an open fire or in 


January Programs 


135 


a hot bath until he begins to recover. If any part becomes 
inflamed or blistered, treat as for burns. 

PROGRAM XIX 

Topics: (A) Using Safety Sense to Keep from Being 

Poisoned. (B) Some Safe Ways for Schoolroom Play. 

Introductory 

1. Refer to Accident Facts for Program XIX, Part III, 
for information as to extent of deaths and injuries caused 
by poisons. 

2. People may be poisoned by foods, beverages, medi¬ 
cines, disinfectants and cleaning pastes. Spoiled meat, 
over-ripe fruits and vegetables, and spoiled canned foods 
often cause severe cases of food poisoning. 

3. Alcoholic drinks were outlawed by federal consti¬ 
tutional amendment after many years of education and 
agitation, because alcohol is a poison which does great 
harm, though it seldom is taken in sufficient quantities at 
one time to cause immediate death, as is the case with 
many other poisons. Since the adoption of national pro¬ 
hibition ingredients used in liquor made and sold illegally 
have caused many deaths and have harmed seriously many 
of those who foolishly run the risk of drinking such 
liquor. Aside from the harm which alcoholic drinks do 
to those who use them either moderately or excessively, 
the use of such beverages often menaces the safety of 
other people. Many fatal or serious injury motor acci¬ 
dents may be charged to intoxicated drivers, and oper- 


136 Safety Programs and Activities 

ators of various kinds of machinery become a menace 
when under the influence of alcohol. The advent of the 
machine age has made alcohol a greater personal menace 
to non-drinkers than ever before, although the non-drinker 
has always had to share its ill effects with the drinker in 
one way or another. 

4. Narcotic drugs, such as opium, codeine and mor¬ 
phine are poisons which may kill if taken in sufficient 
quantities, and which when used in small amounts form 
habits which are dangerous both to the user and to other 
people. The sale of narcotic drugs is prohibited by fed¬ 
eral law, except when obtained on order of a doctor for 
medicinal purposes. Good doctors resort to the use of 
narcotics only in cases of severe pain, which cannot be 
relieved by other drugs or methods, because frequent use 
of narcotics to ease pain may result in the formation of 
a habit which wrecks the life of the person making such 
use of the drug. Many criminals and gunmen are “dope” 
fiends. 

5. Denatured alcohol is sometimes kept in the home 
for various purposes. In this form it may kill or bring 
on serious illness if taken internally. 

6. Many medicines which may be taken with safety in 
amounts and at intervals as prescribed by a doctor will 
cause death or serious illness if taken in larger quantities, 
or by a person other than the one for whom they were 
prescribed. 

7. Disinfectants are used to kill germs and vermin, 
hence it is obvious that they may kill people if taken 
internally. Some silver polish pastes contain poisonous 



Courtesy National Safety Council 

There Is Danger Here! 

Children should be taught the danger of handling or tasting medicines. 






138 


Safety Programs and Activities 

drugs, hence it is necessary to make sure that such pastes 
are free of such ingredients; in any case thoroughly rinse 
in hot water any silverware on which polish has been used. 

8. Paint, varnish and various other preparations used 
for cleaning and decorating purposes usually contain dan¬ 
gerous poisons and should be kept away from small 
children. 


Safe Ways for Discussion 

1. Eat no food that is tainted. 

2. Keep medicines and disinfectants of all kinds out of reach 
of small children. 

3. Keep medicines and drugs that are especially poisonous 
in a cabinet or on a special shelf separate from other remedies. 

4. Keep pins in the corks of bottles containing poisons, so 
if they do get mixed with other bottles the pins will warn you. 

5. Never take a bottle or box of medicine out of a cabinet in 
the dark and take any without looking at it first. 

6. Never take medicine out of a box or bottle that is not 
properly labeled and, if you change contents from one container 
to another, change label also. 

7. Do not drink alcoholic beverages or substitutes that are 
sold illegally. 

8. Do not use narcotic drugs unless prescribed by a doctor. 

For Younger Children 

1. I do not taste or eat anything that I do not know about. 

2. I do not eat anything given to me by a stranger. 

Slogans and Jingles 

A clear head is too great a price to pay for “kick” in a glass. 

Form the Safety habit, but not the alcohol or drug habit. 


January Programs 139 

A harmless little bottle full of pretty pink pills 
Should be kept off the chairs and window sills. 

Nan be nimble, 

Nan be quick, 

But don’t eat food 
That makes you sick. 

Come with us and join our band! 

Of dangers please beware; 

We’ll put an end to accidents. 

So all may pleasures share. 

• 

First Aid Measures 

Send for the doctor when a person has swallowed poison 
by mistake, or in severe cases of food poisoning. While 
waiting for the doctor to arrive the important thing is to 
relieve the stomach of the poisonous substance by inducing 
vomiting at once. 

One of the best emetics to cause vomiting is a teaspoon¬ 
ful of mustard dissolved in a glassful of warm water. A 
teaspoonful of salt or baking soda in a glassful of water, 
soapy water, or water in which dishes have been washed 
also serve as emetics. If these fail, the patient may stick a 
finger down his throat and induce vomiting by that means. 
“Diluting the poison 9 by taking large drinks of luke¬ 
warm water also is of great value in all cases of poisoning. 

If the poison was an acid, give baking soda and water 
or milk of magnesia. If the poison was an alkali such as 
lye, give diluted vinegar, or juice of lemons, grapefruit 
or oranges. Milk, olive oil, gruel or white of egg will 


140 Safety Programs and Activities 

soothe internal surfaces burned or irritated by an acid or 
alkali poison. 

If the poison was a narcotic or opiate such as morphine, 
chloroform or tobacco, keep the patient walking around 
and give mustard water or soapy water to induce vomiting. 
A cup of strong coffee may be given after the stomach is 
cleared. Make the patient vomit. 

Make a list of the poisons found in your home, and get 
your doctor to tell you the best antidote for each. Post this 
information inside the door of your medicine cabinet. 

Acids and alkalis sometimes cause severe external 
burns. Lye and ammonia are alkalis. Wash such burns 
in diluted vinegar (one tablespoonful of vinegar to one 
glass of water), or use lemon or orange juice. For acid 
burns wash the skin with baking soda or borax dissolved 
in water, or lime water. If you have none of these on 
hand, keep the burn under a stream of comfortably warm 
water until some can be obtained. 

(B) Safe Ways for Schoolroom Play 

During the winter months the problem of providing 
interesting games suitable for play in an ordinary school¬ 
room is one that many teachers find difficult to solve. If 
the school building has no gymnasium or other indoor 
play room, the problem of needed physical activity be¬ 
comes a serious one when weather prevents active play 
out-of-doors. 

There will be less shuffling of feet, dropping of pencils 
and nervous tension generally if children are given a 


January Programs 


141 


chance to get rid of their surplus energy by playing a 
lively, though safe, indoor game, with windows open. 

Running games in which those participating are likely 
to collide with each 9ther or with desks are not suitable 
for schoolroom play. Lively circle games are out of the 
question except in rooms equipped with movable desks 
or tables and chairs. 

However, many games of the relay type may be played 
in a schoolroom having stationary desks arranged in rows 
with aisles between. These include running and hopping 
relays and throwing relays in which a soft ball or bean bag 
is used. 


FEBRUARY 


General Topic: Using Safety Sense a Patriotic Duty. 

It is the duty of every man to protect himself and those 
associated with him from accidents which may result in 
injury or death .—Abraham Lincoln. 

PROGRAM XX 

Topic: Courteous Ways Are Safe Ways for Others. 

Courtesy is consideration for the preferences and wel¬ 
fare of others in the home, at school, on the street and 
wherever we come in contact with other people. 

Courteous Ways are Safe Ways for others because the 
courteous person thinks of the safety of others at all 
times. 


Questions for Discussion 

1. What are some of the discourteous ways that cause acci¬ 
dents in the home? (Leaving toys or furniture where people 
may trip over them, inattention to warnings and advice of parents 
and other careless acts.) 

2. What are some of the discourteous ways that cause acci¬ 
dents to others at school? (Pushing and shoving, failure to stand 
in line, failure to keep to the right, tripping, bullying, calling 
names, rudeness, inattention to instruction and advice of teachers 
or Safety patrol officers, rushing at doors pell-mell, being noisy so 
others cannot hear directions and requests, etc.) 

3. What are some of the discourteous ways that cause street 

142 


February Programs 


143 


accidents? (Insisting on right of way, honking auto horns need¬ 
lessly, cutting in, crashing stop lights and signals, failure to 
remove snow from walks in front of one’s home, failure to put 
sand or ashes on icy sidewalks, throwing hard snowballs, coast¬ 
ing on sidewalks, causing fires which may burn other people’s 
property, doing things that damage property, leaving broken 
glass, boards with nails sticking up, old tin cans and other rub¬ 
bish around, throwing fruit peelings on sidewalks, etc.) 

4. How may we help little children and old people to keep 
safe, through our use of Courteous Ways? 

Courteous Ways That Make Others Safe 

Make a list of these as suggested by discussion of 
courteous and discourteous ways. Many of these have been 
included in previous programs, and may be selected for 
further discussion from this angle by referring to those 
programs. 

4. How does obedience to the laws of our community, 
state and nation help others to be more safe? 

Slogans and Jingles 

Courtesy is good sportsmanship. 

A courteous act is Safety tact. 

A thought in time—then all is fine. 

Courtesy drives carelessness away. 

A safe line saves time. 

Icy walks, dangerous walks, 

Spread your ashes there; 

Help to make our city safe; 

We have no lives to spare. 


144 


Safety Programs and Activities 

THE HAPPINESS TWINS 

A little girl is Courtesy 
Who, everybody knows, 

Is just as nice as nice can be, 

No matter where she goes. 

Now Safety is a stalwart lad, 

Who always takes good care 
That no one ever comes to harm; 

We need him everywhere. 

HOW COURTESY HELPS 

Courtesy helps in the Safety game, 

Try it and see if it won’t win you fame. 

If you’re kind and polite and obey your patrol, 
He’ll guide you safely on to your goal. 

Song 

ONWARD GUARDS OF SAFETY 

Tune: Onward Christian Soldiers 

Onward, Guards of Safety, 

Making life secure, 

Carelessness and folly, 

We will strive to cure. 

We will watch with keenness; 

We will listen with care; 

We will act with caution; 

We’ll not rashly dare. 

Chorus 

Onward, Guards of Safety, 

Making life secure, 

Carelessness and folly, 

We will not endure. 


February Programs 145 

Join us, all ye people, 

Join our earnest throng, 

Add to ours your efforts, 

To o’ercome this wrong. 

We will walk in safety, 

Happiness pursue, 

Play and work safeguarded 
If you aid us true. 

—Milwaukee No-Accident School Program 

PROGRAM XXI 

Topic: Courteous Ways Are Safe Ways for Ourselves. 
General Discussion 

Disregard of Courteous Ways which boys and girls 
should practice toward others often causes, accidents to 
those guilty of such discourteous acts. 

Some of the Courteous Ways discussed in Program XX 
will help ourselves as well as others to be safe. 

One discourteous way which often results in harm to 
others as well as to ourselves is the practice of begging 
rides from motorists. More than one motorist who came 
to a sudden stop in order to pick up a ride beggar has had 
his car struck by a car that was following, because the 
driver of the next car failed to get the stop signal in time. 
Sometimes those who beg rides are hit by a car which 
swerves out to avoid hitting the car that has stopped and 
whose driver fails to see the children standing at the 
roadside. 

Ride beggars are sometimes hurt because they hurry to 


146 


Safety Programs and Activities 


get in the car that has stopped for them and slip and fall, 
perhaps under the wheels, or in the pathway of an¬ 
other car. 

Although the average motorist may be regarded as a 
safe person for a child to ride with, it must be remem¬ 
bered that some drivers are very reckless and also that 
several tragedies which have stirred the entire country 
could not have happened if the child who was enticed by 
a kidnaper or murderer had refused to ride in an auto¬ 
mobile driven by a stranger. 

Hopping Rides on Vehicles 

Hopping rides on vehicles of any kind, and hitching 
on with wagons, sleds or bicycles are discourteous acts 
that cause accidents to many boys and girls and sometimes 
grown-ups are victims of such accidents. For information 
about deaths and injuries caused by these practices refer 
to Accident Facts for Program XXI, in Part III. 

Questions for Discussion 

1. Why is the practice of hopping rides sometimes called 
“stealing rides”? (Because jumping on a vehicle for a ride, 
without the knowledge or consent of the driver, is just that.) 

2. Why is “stealing rides” dangerous? (Because, not know¬ 
ing that you are there, the driver may stop suddenly, causing 
you to fall off in the pathway of another car, or may drive around 
another car or street car and brush you off into its pathway. Also 
you may lose your balance, if holding on by hand, or lose your 
hold if hitching on with a bicycle or toy vehicle, and get hurt.) 

3. Do laws of our city or state contain any provisions against 
standing in a street or roadway for the purpose of begging 
rides? 





Photo by Marshall S. Hyde 


Don’t Hop Rides! 















148 Safety Programs and Activities 

4. Do motorists assume any liabilities when giving a stranger 
a ride? (In some instances motorists have been held liable for 
damages on account of accidents in which such persons were 
injured.) 

5. What dangers do motorists sometimes encounter as the 
results of giving rides to strangers? (Robbers and gunmen use 
this method frequently to hold up motorists and get possession 
of their cars.) 

6. Have any pupils of this school been killed or hurt as a 
result of begging or stealing rides? 

Safe Ways for Discussion 

1. I do not beg rides, nor ride with strangers. 

2. I do not steal rides. 

3. I do not hitch on automobiles, street cars, wagons or any 
vehicle. 

4. I do not climb on ice wagons or ice trucks. 

For Younger Children 

Discuss Questions 1, 2 and 6, and all of the Safe Ways. 

Slogans and Jingles 

Stolen rides are risky. 

Have some pride, don’t beg a ride. 

A ride with a stranger may mean danger. 

You aren’t a beggar, so why beg rides? 

Do not hitch on cars, for if you do, 

Some day sorrow will be with you. 

If I climb on trucks to steal a ride, 

Out the back I may go pitching; 

An arm or a leg is an awful price 
To pay for the fun of hitching! 


February Programs 


149 


There are many things we must avoid, 

If we’d keep away from danger; 

So, to be quite safe, I would refuse 
To go riding with a stranger. 

— M. Josephine Moroney 

LITTLE BO PEEP 

Little Bo Peep has lost her sleep; 

Her aches won’t let her find it; 

Her mother said, “If you see a car, 

You mustn’t hang on behind it.” 

But little Bo Peep at best, you know, 

Was a most disobedient daughter; 

She slipped from the back of a slow-moving car 
And an, on-coming motor truck caught her. 

—Akron Safety Manual 

Songs 

THE SAFETY WAYS 
Tune: Yankee Doodle 
I’ll never, never beg a ride 
From an auto that is going, 

Nor in the middle of the block 

Cross streets when horns are. blowing. 

Chorus 

Boys and girls, remember 

What Safe Ways are made for. 

Use them all or else some day 
In sorrow they’ll be paid for. 

So let’s obey each Safety way 
And add some for good measure; 

At home, in school and on the streets, 
We’ll have our share of pleasure. 

—Massachusetts Safety Council 


150 Safety Programs and Activities 

THEN YOU’LL BE SAFE 
Tune: Columbia, the Gem of the Ocean 

The patrolman who stands at the crossing 
Is glad to be your friend and mine, 

So don’t think he’s just there for bossing, 

But cross when he tells you, in line. 

He knows all the risks you are taking, 

And clears a safe path for your feet; 

So watch for the signals he’s making, 

And then you’ll be safe on the street. 

Oh, then you’ll be safe on the street. 

Oh, then you’ll be safe on the street. 

So watch for the signals he’s making, 

And then you’ll be safe on the street. 

When big trucks go by with a rumble. 

Don’t try to jump on for a hitch! 

For small feet can easily stumble— 

Then under the wheels you will pitch! 

Andjhen you will cause a commotion; 

So keep out of danger, I pray; 

Keep off the trucks when in motion, 

Or else you’ll be hurt some fine day. 

Oh, yes, etc. 

— M. Josephine Moroney 

PROGRAM XXII 

Topics: (A) Courtesy and Carefulness on Busses and 
Street Cars. 

(B) Safe Ways to Get In and Out of Private Vehicles. 

General Discussion 

Courtesy and Carefulness will promote our own safety 


February Programs 151 

and that of others when we have occasion to ride on street 
cars and busses. 

When school children ride on street cars and busses 
used by other people at the same time, Courtesy demands 
that loud talking, laughing or singing be omitted. If older 
persons are waiting to board the same car, wait for them 
to get on first; especially should school boys show this 
deference to women. 

Do not stick your feet out in the aisles or lay books on 
the floor in the aisles. 

If a car or bus is crowded, try to avoid unnecessary 
pushing or jostling and move to the front, if you get on 
at the rear and the car is of the type that unloads pas¬ 
sengers at the front. No set rule can be suggested in this 
connection, as street cars vary so greatly as to type in 
different cities, and often in the same city. Discuss the 
kind of cars used in your city and the safest ways to board 
and get off of these cars. If you have safety zones for car 
riders, discuss proper use of these. 

Safe Ways for Street Cars 

Some Safe Ways for Street Cars which will apply in 
any city are as follows: 

1. Wait until the car comes to a full stop before start¬ 
ing to get on. 

2. Have carfare ready, if you are supposed to pay as 
you enter. If you do not have car checks, be sure to have 
the right change, so you will not have to stand in the vesti¬ 
bule while the conductor makes change. 


152 Safety Programs and Activities 

3. Find a seat as quickly as possible, if one is 
available. 

4. Do not lean head or arms out of the car window. 

5. Be ready when your street is reached, but do not get 
off the car until it comes to a full stop. 

6. Look out for motor vehicles on a busy street and be 
careful about crossing in front of the street car from 
which you have alighted. Usually it is safer to go to the 
curb on the same side of the street and then wait for a 
clear crossing as you would at any time. 

Safe Ways for Busses 

The following Safe Ways for School Busses were 
formulated by the consolidated school at Johnstown, Colo., 
and are well worth consideration by all schools that fur¬ 
nish bus transportation for pupils. With some slight 
changes these Safe Ways may be adopted by those who 
ride on busses other than those used exclusively for school 
children. 

1. I will not play around school busses while waiting 
for them to leave after school closes. 

2. I will not crowd, push or shove when getting into 
a school bus after the signal to enter is given. 

3. I will strive to be careful of younger children in 
and about the busses at all times. 

4. I will never attempt to get off a bus until it has come 
to a complete stop. 

5. I will not lean against or touch the lever that opens 


February Programs 


153 


the door, as to do so might cause the door to open acci¬ 
dentally and cause serious injury to some one. 

6. I will never open the door, but always wait for the 
driver to do so. 

7. I will always step off the bus carefully and immedi¬ 
ately step away from the bus a few steps and wait there 
till the bus has gone on, before attempting to cross the road 
or go in any direction. 

8. I will never lean out of windows and will never 
stick my arms out while the bus is moving. 

9. I will sit down while in the bus and will do my best 
to prevent rough-house among children in the bus and to 
help small children in every possible way. 

10. I will always wait for the bus in the morning at the 
side of the road and will not run toward or in front of it, 
but stand quietly at the accustomed place till the bus stops 
and then will enter the bus in an orderly manner. 

Slogans and Jingles 

A moment of carelessness may mean a lifetime of regret. 

Hurry and harm often travel together. 

Cause a smile, not a sob. 

When Mr. Careful comes to stay, 

Mr. Danger runs away. 

Songs 

Use those in Program XX. 


154 Safety Programs and Activities 

Acrostic 

C is for cars that come whizzing by, 

If you are not careful, you’ll have a black eye. 

A is for accidents that many folks have; 

And when they get hurt, they always feel sad. 

R is for running boards, where foolish ones ride; 
But soon they fall off with a pain in their side. 

E is for eyes to use to see 

And be just as careful as ever can be. 

F is for fingers that play with fire, 

Or sometimes get hurt with an electric wire. 

U is for useless, which an arm might be, 

If an accident happened to you or me. 

L is for life, which is very dear; 

So always to Safe Ways stay very near. 

—Oklahoma City Safety News 


Safe Ways for Getting In and Out of Private 
Vehicles 

Many lives have been lost and many serious injuries 
have been suffered because of carelessness in getting in 
and out of automobiles and other private vehicles, such 
as wagons and delivery carts. 

It is seldom safe to get out of a vehicle on any side 
except that next to the curb or sidewalk, because of the 
danger of stepping in front of an approaching car. 


February Programs 155 

Children often stand on the running board of an auto¬ 
mobile until after it gets under way, and then jump off. 
This is a dangerous practice which has cost the lives of 
two persons known personally to^the writer, one a child 
and the other a young mother, in different families, and on 
different occasions. Each fell under the car wheels and 
was injured so badly that death resulted. 

Safe Ways for Discussion 

1. Get in or out of a vehicle only on the side next to the curb 
or sidewalk. 

2. Do not walk around the rear end of an automobile from 
which you have alighted, or behind a car that is being or is likely 
to be backed out of a garage. (Refer to material on this subject 
in Program III.) 

3. Do not jump on or off running boards, nor ride on them at 
any time. 

4. Parents bringing pupils to school in cars should drive to 
the curb directly in front of the school entrance, or stop at a 
corner near the school. 

5. If the car in which the pupil is driven to school stops across 
the street, pupils should go to the nearest corner and cross there 
instead of at the place where they alight from the automobile. 


PROGRAM XXIII 

Topic: Courteous People Do Not Trespass on Railroad 
Property. 

Many people are killed each year because they trespass 
on railroad property, or fail to observe Safe Ways when 


Note. Nos. 4 and 5 are Safe Ways adopted by the Safety Council of 
the Morey Junior High School in Denver. 



156 Safety Programs and Activities 

crossing railroad tracks. See Accident Facts for Program 
XXIII, in Part III. 

Courteous people do not walk on or otherwise use other 
people’s property without permission. The railroad right- 
of-way, including the tracks and the land along the tracks, 
switch yards, freight yards and station are the property 
of the railroad company, and those who go on these prem¬ 
ises without having special business that takes them there 
are trespassers. Children have no reason or right to go 
on railroad tracks or other railroad property, except to 
take a train from the station. 

It is against the law for anyone to hop freight cars or 
trains and it is always dangerous to attempt to crawl under 
a freight train that is obstructing a crossing, because the 
train may start and crush you beneath the wheels, or cut 
off an arm or leg. Many such accidents are on record. 

The same Safe Ways used when crossing streets and 
highways should be observed when crossing railroad 
tracks. It is never safe to cross a railroad track when the 
gates are down or when a warning bell is ringing, even 
though the train may not seem very near. 

Many fatal accidents result from failure to make sure 
that no train is coming from an opposite direction or on 
another track, after one train has passed. 

Discuss the foregoing statements and also why some 
railroad crossings are more dangerous for motorists than 
others because of the difficulty of seeing down the tracks, 
and the absence of safety gates, bells, or wigwags. 

Have there been any deaths or serious injuries in your 


February Programs 


157 


community as the result of careless crossing of railroad 
tracks by children? By motorists? 

Have any children been hurt or killed in your commun¬ 
ity while playing on railroad tracks or in railroad yards, 
hopping freight cars, etc.? 

Safe Ways for Railroad Tracks and Trains 

1. Always stop, look and listen before crossing any 
railroad tracks, with or without safety gates, bells or other 
signals. These devices sometimes fail to work. 

2. Never attempt to cross a railroad track when the 
safety gates are down, or a warning bell is ringing, or a 
light flashing. 

3. Make sure that no train is coming on any of the 
tracks you are about to cross. 

4. Do not play on railroad tracks or other railroad 
property. 

5. Never hop freight trains, climb on freight cars or 
crawl under a train that is standing still. 

6. If younger children in your school must cross rail¬ 
road tracks going to and from school, older pupils in the 
same family or neighborhood should act as Safety Guides 
for these children, regularly. 

7. Never walk on railroad tracks or bridges. 

For Younger Children 

Discuss Safe Ways Nos. 1, 2, 3, 4 and 7. Tell them 
that riding on a train is one of the safest things that any¬ 
one can do. Out of millions of passengers carried on 
trains during a recent year only 100 lost their lives, while 


158 Safety Programs and Activities 

more than 6,000 persons were killed by trains in other 
ways, due to carelessness in crossing tracks and various 
forms of trespassing. A railroad train is one of our best 
friends. It can take us long distances to visit friends. It 
brings us letters from friends near and far. It brings fresh 
fruit and vegetables to northern states in winter, brings us 
coal to heat our homes, hauls furniture and many other 
articles from distant factories. 

The engineer is a brave man who knows his business 
and keeps his nerves steady, but he cannot stop his train 
quickly enough to avoid hitting a little child who runs 
on the track without stopping to look for trains. When 
the train and the railroad track do so much to help us 
and make our lives pleasant, we must not spoil it all by 
our own carelessness. 

Slogans and Jingles 

Cross railroad crossings cautiously. 

A train can’t dodge; keep out of its way. 

It v is never right to play on the railroad right-of-way. 

If you value your home ties, don’t walk the railroad ties. 

Stop and let the train go by— 

It hardly takes a minute. 

Your car starts off again intact, 

And better still, you’re in it. 

There was once a boy named Jack 

Who played on a railroad track; 

He stumbled and fell, 

And then heard a bell, 

And that was the last of poor Jack. 


February Programs 159 

Watch your step and the traffic, 

Watch for trains on the track; 

So when you leave home and parents, 

You’ll always be sure to come back. 

“Stop” speaks to my feet, 

“Look” speaks to my eyes, 

“Listen” whispers to my ear— 

Dangers may be very near; 

So I’d better have a fear 

And save my mother many a tear. 

PAY ATTENTION! 

They say a kitten has nine lives, while man has only one; 

I take but little stock in this, because ’tis said in fun. 

But when you get right down to facts, considering God’s plan, 
You never find the breath of life return to any man. 

For life on earth can’t be replaced, when once ’tis sped and gone; 
A person may a weakling be, or blessed with strength and brawn. 

Some man, perhaps, may luckless be and lose his store of wealth 
And yet regain more than he lost, if blessed with life and health. 

We find in this an argument for constant watchfulness; 

Our heedful actions all the time our love of life express. 

Be vigilant and courteous, respecting rights of others; 

Let drivers recognize your aim to treat them all like brothers. 

Now I have nearly reached the end, but this thing I must mention— 
When you are crossing railroad tracks, pay particular attention. 

— F. B. Thomas , Safety Agent , Burlington Railway 


160 


Safety Programs and Activities 
Song 

OUR WATCHWORD 

Tune: Solomon Levi 

Safety is our watchword 

And we sing it far and wide, 

Not only for ourselves, you know, 
But for others, too, besides. 

And when we go across the tracks 
In this or any town. 

We’ll always mind our P’s and Q’s 
And stop to look around. 

Chorus 

Oh, let’s be careful! 

Tra, la, la, la, la, la; 

Always, always be careful! 

Tra, la, la, la, la, la; 

We’ll cross all crossings cautiously. 
We’ll stop and heed the signs; 
And every day in every way, 

Be careful all the time. 


MARCH 


General Topics: (A) Safe Ways with Electricity. 

(B) Some Safe Ways for Outdoor Play. 

PROGRAM XXIV 

Topic: Safe Ways with Electricity Indoors. 

Introductory 

Fires, burns, and electric shock are hazards to be 
guarded against in handling electrical appliances or 
connections. 

For information as to lives lost and immense fire losses 
caused largely by carelessness and lack of knowledge in 
making use of electrical conveniences, see Accident Facts 
for Program XXIV, Part III. 

Some discussion of the principles of electricity and 
electrical terms may be included in this program, unless 
this information has been acquired in some branch of the 
school curriculum, or pupils using program are too young 
to understand such a discussion. 

If children understand something of the principles of 
electricity, how the human body and most metals are good 
conductors over or through which the current may travel 
readily, while glass, rubber, wood, cloth and many other 
substances are non-conductors, they will appreciate more 
deeply the necessity for precautions such as those sug¬ 
gested in Safe Ways. 


161 


162 


Safety Programs and Activities 



Courtesy National Safety Council 

Turn Off the Switch! 

Careless handling of electric irons causes fire losses of nearly seven mil¬ 
lion dollars annually according to estimates of the National Fire Protection 
association. 

Defective wiring, overloading of circuits and careless 
handling of appliances are the chief causes of fires ignited 
by electricity. 

Discuss hazards of the electric iron, as shown by acci¬ 
dent facts. 


Some Radio Hazards 

Fire dangers from cross circuits, and electric shock from 
accidental contact of aerials or ground wires with light and 





March Programs 


163 


power wires or lightning in case outdoor antennae are not 
safely grounded by a wire running in as straight a line as 
possible to a permanent ground, preferably a water pipe. 
A local radio service man might be asked to discuss this 
topic, or perhaps some high school boy who is a well in¬ 
formed radio enthusiast. 

Questions for Discussion 

1. What are some of the ways in which electricity makes life 
easier and more pleasant? 

2. How many fires have been caused by electrical wires, con¬ 
nections or appliances in this community during the past year? 
(Pupils may report on any fires that occurred in their homes, 
on home premises or in the neighborhood. Information as to all 
fires caused by electricity serious enough to bring out the fire 
department should be available from the department records.) 

3. Were any deaths or injuries caused by these fires? 

4. Were any deaths or injuries caused by electric shock in any 
of your homes or any homes in this community during the past 
year? 

5. What Safety measures or practices might have prevented 
these fire losses, deaths and injuries? 

6. What are some of the hazards which one must guard 
against in making connections, putting up aerials and otherwise 
handling radio equipment? 

Safe Ways with Electricity Indoors 

1. I never touch an electric light, electric switch or any 
electrical appliance with wet hands, nor take hold of them 
with a damp cloth. 

2. I do not touch two electrical appliances at the same 
time. 


164 


Safety Programs and Activities 

3. I do not touch an electrical fixture or cord while in 
a bathtub or standing on a damp floor. 

4. I disconnect the electric iron and other appliances 
at once after using. 

5. I am careful about placing radio aerials and ground 
wires safely and keeping radio connections in safe 
condition. 

6. I never touch an electric cord or fixture, or use the 
telephone with one hand, while the other hand is in water 
or is touching a water pipe, faucet or radiator. 

For Younger Children 

Safe Ways 1, 2, 3 and 6 will be sufficient for discussion 
by younger children. To these might be added, “Do not 
play with electric switches, cords or any of the electrical 
things which Mother uses to make her work easier.” Chil¬ 
dren will be interested in telling about the kinds of light 
switches they have in their homes, whether the light is put 
on by pulling a chain, pushing a button on the wall or 
reaching up and turning a little black switch above the 
lamp bulb, or perhaps pushing in the end of a small switch 
such as is found on some table and boudoir lamps. They 
also will enjoy telling of electrical appliances used in 
their homes. (See suggestions for Story Plays and Games.) 

Electrical toys are discussed in Program XIII (De¬ 
cember). 

Slogans and Jingles 

Crossed wires cause fires. 

Stick to Safety and you’ll stick around. 


March Programs 

Acrostic 

S is for safety, ignored by few. 

A is for autos that run into you. 

F is for fenders on which not to stand. 

E is for electricity, look out for your hand. 
T is for traffic which knows no vacation. 

Y is for You; this advice must be taken. 


Yell 

Safety First and Safety Last! 

And Safety all the way! 

Safety now for you and me! 

And Safety every day! 

Rah! Rah! Rah! 

Rah! Rah! Rah! 

Safety! Safety! Safety! 

LIGHTS 

Lights are useful when 
You pull them by the string; 

But when a wet hand touches them, 

It’s quite a dangerous thing. 

Song 

HAIL FOR SAFETY 

Tune: Hail! Hail! The Gang’s All Here 

Hail! Hail! the gang’s all here! 

We are all for Safety, 

We are all for Safety, 

Hail! Hail! the gang’s all here! 

We are all for Safety now. 


165 


166 Safety Programs and Activities 

Hail! Hail! for Safety Sense! 

Safe Ways are the best; 

Never mind the rest, 

Hail! Hail! for Safety Sense! 

You’ll find it always pays. 

Story Plays and Games 

Story plays in which different children, or groups, im¬ 
personate electrical appliances or other conveniences made 
possible by electricity will serve an excellent purpose in 
the kindergarten and primary grades. 

For example those representing an iron might say: 

I am an electric iron. 

I save Mother many steps. 

I am used to iron clothes. 

I may burn down your house, if you do not pull out my plug 
when through with me. 

I will give you a shock if you touch my cord when it is raveled 
out. 

I will blow out a fuse if any of my wires or those in my cord 
get crossed. 

Those representing the telephone: 

I am a telephone. 

I can carry your voice a long distance. 

You can use me to get a doctor in a hurry. 

You can use me to talk with your friends. 

I may give you a shock if you stand near a radiator when using 
me. 

A game may be played by having players imitate what 
the different appliances do to help or hurt people. It may 
be used as a circle game in which names of appliances are 


March Programs 


167 


given out by one person, while the person who is It stands 
in the center and points to a certain player, who must call 
out the name given and imitate one thing the appliance 
does while It counts to ten. 

Another way to play this is to have one child go out of 
the room, while the others choose an appliance, after which 
the one who has gone out returns and tries to guess what 
was chosen, by the actions of different members of the 
group as he goes from one to the other asking the ques¬ 
tions: “How does it help?” and “How does it hurt?” 

PROGRAM XXV 

Topic: Safe Ways With Electricity Out-of-Doors. 
Introductory 

Electric wires and lightning are the two electrical haz¬ 
ards to guard against when out-of-doors. 

City children have more wires to look out for, while 
lightning is a greater danger in the country. However, 
Safe Ways to avoid being hurt by either should be learned 
by all children, although care must be taken not to arouse 
needless fears when discussing lightning, especially in the 
minds of little children. 

Boys and girls in the upper elementary and junior high 
school grades may have original fears about lightning 
banished by learning that precautions within the reach 
of all will safeguard both lives and homes against de¬ 
struction by lightning. 


168 Safety Programs and Activities 

Refer to Accident Facts for Program XXV in Part 
III for statistics on fire losses and deaths from lightning 
and deaths from other forms of electric shock. 

According to Roy N. Covert, meteorologist of the U. S. 
Weather Bureau, fewer lightning fires occur in town 
because of the presence of overhead wires generally pro¬ 
tected by lightning arresters, and of grounded masses of 
metal, such as stacks, roofs, structural framework of build¬ 
ings, etc., which take the place of special lightning con¬ 
ductors, and these are urged as a protection greatly 
needed in rural areas. 

That properly installed and well-maintained lightning 
rod equipment is effective in preventing lightning damage 
is an established fact. Rural schools should stress this 
phase of the subject, and can obtain complete and valuable 
information by sending to the U. S. Department of Agri¬ 
culture for free Farmer’s Bulletin No. 1512 on “Protection 
of Buildings and Farm Property From Lightning.” 

Questions for Discussion 

1. Has anyone in this community met death in recent years 
as a result of being struck with lightning, or through contact 
with live wires? 

2. Have any homes been burned or other serious fire losses 
been caused in this community by lightning? 

3. What are some of the precautions that may be taken as a 
protection against lightning? 

4. What practices should be avoided with reference to wires 
of any kind? 

In discussing the reasons for observing the Safe Ways 


March Programs 


169 


suggested in connection with Question 4, in the upper 
grades, attention should be called to the fact that guy wires 
used to anchor poles to the ground and ground wires that 
run down wood poles sometimes receive leakage current 
from live wires overhead, although no evidence can be 
seen of such leakage by sparking or otherwise. This dan¬ 
ger is greatly increased during and after storms on account 
of possible fallen wires, broken insulators and the wet sur¬ 
faces of the poles. Throwing stones or other objects over 
electric wires may short circuit the wires, causing them to 
fall or may cause enough current leakage to set fire to 
property near at hand or some distance away. Insulated 
overhead wires should be treated the same as bare wires, 
since insulation quickly becomes defective in outdoor use. 

When a fallen or dangling wire is seen, watch it closely 
from a distance and warn others away from it. Have some 
one notify the electric light company or city electrician at 
once. Find out now to whom such reports should be made 
in your community. 


Safe Ways with Electricity Out-of-Doors 
Wires: 

1. I never touch fallen or hanging wires of any kind. 

2. I never touch overhead wires with a metal object 
or throw objects toward or over them. 

3. I never use wire to fly a kite. (String is safe, unless 
wet. Wire is never safe.) 

4. I keep off signboards that are lighted by electricity. 


170 


Safety Programs and Activities 

5. I never climb poles or trees near wires of any kind, 
or play on guy wires. 

Lightning: 

1. I keep away from poles, wire fences, trees and 
barns during a thunderstorm. 

2. I will ask my father to protect our home and farm 
buildings with good lightning rods, if we haven’t them 
now. 

Both: 

I will learn about First Aid measures to be used 
in cases of electric shock from lightning or live wire 
contacts. 

For Younger Children 

Safe Way No. 1 for wires may be discussed with smaller 
children in both city and rural schools, and Safe Way No. 
1 for lightning may be discussed with those in rural 
schools, though this must be done carefully, stressing the 
thought that at home with Mother is a safe place to be dur¬ 
ing any kind of storm. 

Slogans and Jingles 

Any wire may be a live wire. 

Safety or sorrow—which, to-morrow? 

Don’t be heedless—accidents are needless. 

Safety is our motto— 

We use it every day; 

We use it on our way to school, 

And in our work and play. 


March Programs 


171 


I do not touch a broken wire, 

Nor with fire do I play; 

I must be on the watch 

To avoid injury every day. 

Songs 

Use some of those given in previous programs. 
First Aid Measures 

In cases of electric shock from contact with a live wire 
the first thing to do is to get the patient loose from the wire 
without putting yourself in danger. Do not touch the 
patient’s bare flesh, or the current will pass to you. If 
possible, have some one notify the electric company or 
city electrician, so that the current may be turned off. If 
this cannot be done immediately you may use a dry rope, 
pole or plank to push the victim off the wire or to pull the 
wire away from his body. If these aids are not at hand, 
your coat or other dry garment may be thrown around 
some part of the body and used for pulling as you would 
a rope. Rubber overshoes or rubber raincoat may be used, 
but under no circumstances is it safe to use wet or damp 
cloth garments, as insulation, or to touch the victim’s cloth¬ 
ing if it is wet. 

Never use a wet stick or anything made of metal; if the 
ground is wet, try to find a piece of dry board, several 
newspapers or magazines to stand on. Avoid getting closer 
than eighteen inches to the wire. 

As soon as the patient is clear of the wire, and in all 


172 


Safety Programs and Activities 


cases of lightning shock, start artificial respiration as 
described in Program XXXVI. Delay may mean death. 

The skin may be severely burned where the electric cur¬ 
rent passed through it. If the victim is in shock, disregard 
the burn until breathing is restored, then treat as for any 
burn. However, any electric burn should have the atten¬ 
tion of a doctor, even if the victim did not suffer shock, 
as the current may have caused internal injuries. Refer 
to Program VIII for First Aid treatment of burns. 

PROGRAM XXVI 

Topic: Some Safe Ways for Outdoor Play (1). 

Introductory 

Whether you are now looking forward to pleasant out¬ 
door play after a long, cold winter, or an early spring 
rainy season, or whether you live in a climate that affords 
outdoor play the year around, there are some Safe Ways 
which you may well discuss at this time of year. 

Roller skating, kite flying, marbles, tag games and rope 
skipping are diversions that children of varying ages enjoy, 
but which often result in accidents if Safe Ways are not 
used. 

It is never safe to roller skate in the street or on a paved 
highway, and it usually is better to remove roller skates 
before crossing a street; always in case of a heavy traffic 
street. 

Both boys and girls like to fly kites, but in addition to 
the warning given in Program XXV about not using wire 


March Programs 173 

or wet string for kite flying, certain other Safe Ways should 
be observed. 


Safe Ways for Discussion 

1. I do my roller skating on the sidewalk. 

2. I remove my roller skates before crossing a heavy traffic 
street. 

3. I use Courteous Ways when roller skating so as not to hurt 
others who wish to use the sidewalk. 

4. I fly my kite in a vacant lot, park or field away from over¬ 
head wires, and do not climb a pole to get it, if it does get caught 
in wires. 

5. I do not play marbles in a street or alley. 

6. When jumping rope, I am careful not to overtax my heart, 
or jump where the rope may hurt others. . 

7. I do not run into the street when playing tag. 


Slogans and Jingles 

Play safely and you will play another day. 

S. 0. S.—Stay on Sidewalks. 

“Don’t cross the street on roller skates,” 

Is a rule not to be scorned, 

For many a child, not heeding this rule, 
The rest of his life has mourned. 

THE ROLLER SKATE 

There was a little boy, 

And he had a roller skate; 

He flew along the highway, 

Traveling at rapid rate. 


174 


Safety Programs and Activities 


He spied a motorbus 

And thought he’d hang behind; 

He knew he shouldn’t do it— 

But that he didn’t mind. 

The driver couldn’t see him, 

And soon increased his pace; 

The boy was very happy, 

Smiles were on his face. 

My story isn’t done, though 
I’m coming to the end; 

The bus turned safe the corner— 
But not our little friend. 


IN KITE TIME 

The wind is blowing from the east. 

Our kites are moving west. 

We fly thenr in the vacant lot, 

The streets would not be best; 

For kites are very curious things, 

They claim our gaze on high 

While they perform their antics queer, 
A-drifting in the sky. 

While we are looking up, you see, 

We can’t be looking down; 

We cannot see the cars and trucks. 
A-racing through the town. 

So find yourself a Safety spot 
In park or field somewhere, 

Where you can chase your drifting kite 
Without a thought or care. 



Fly Kites in Safe Places! 

These girls have found a vacant field to safely fly their kite. 



176 


Safety Programs and Activities 
Song 

SAFE PLAY SONG 
Tune: Sidewalks of New York 

Safe play is our motto. 

Safety every day. 

We’ll need arms, legs and heads 
For work as well as play. 

Take no needless chances, 

Give cars the right of way. 

If upon this grand old world 
You have a wish to stay. 

Chorus: 

In parks and playgrounds, 

All around the town; 

We’ll play “ring-a-rosy,” 

“London Bridge is Falling Down.” 

Sure, we’ll mind our mothers, 

Observe each Safe Way rule; 

And be very careful 

Each day on our way to school. 

When we’re playing marbles 
We’ll choose a safe retreat, 

And we’ll keep our kites up 
Anywhere but in the street. 

We’re not hopping autos, 

We have no legs to spare; 

So the ones we now have 

We will give the best of care. 

—Robert C. Bell 


Note: The above song was awarded first prize in a radio con¬ 
test in 1929, sponsored by The Denver Post on station KLZ, 


March Programs 


177 


Denver. The author was a fourteen-year-old Denver boy. Con¬ 
tributions were received from several states. At the conclusion of 
the contest the prize song was broadcast by Mary Frances 
Woolley, noted child radio artist. 


PROGRAM XXVII 

Topic: Some Safe Ways for Outdoor Play (2). 

Introductory 

Bicycles, tricycles, scooters, coaster wagons, pushmo- 
biles and other toy vehicles cause many accidents when 
used carelessly. Refer to Accident Facts for Program 
XXVII, in Part III. • 

Questions for Discussion 

1. What are the provisions of your village or city ordinances 
with reference to bicycle riding on sidewalks, carrying lights at 
night, fancy riding, carrying an extra person, etc.? 

2. Why is it dangerous for a child to ride a tricycle, scooter, 
coaster wagon or other toy vehicle down an incline that ends 
at a street? 

3. Why is it dangerous for children to attempt to ride across 
the street on toy vehicles? If necessary to cross, why is it safer 
to walk and push or pull the vehicle? 

Make a list of Safe Ways for Bicycle Riders as suggested by 
provisions of your local laws and discussion of other practices 
which the pupils regard as dangerous to cyclist or to others. 


Safe Ways for Toy Vehicles 

1. I do not ride or coast down a hill toward a street. 



Photo by Marshall S. Hyde 

Ride Your Bicycle Alone! 

This is dangerous and in many cities forbidden by law. 













March Programs 


179 


2. I do not hitch onto moving vehicles of any kind. 

3. I stay on the sidewalk. 

4. I do not ride across the street. 

5. I use Courteous Ways, so that I will not hurt others 
on the sidewalk. 


Slogans and Rhymes 
The Twin B’s—B Careful, B Safe. 

Look here, look there, and be safe everywhere.* 
Sidewalks are Safest. 

RIDER’S RULES 

1. Do not hook onto a truck— 

If you do you’ll have bad luck. 

2. Have a nice, bright, red tail light; 

Use it on every kind of night. 

3. Do not curve, guide straight; 

Do not steer a figure eight. 

4. Keep feet and fingers out of spokes; 

Do not hit the other folks. 

Use Safety with your “bike,” 

And Safety with your scooter. 

Think of Safe Ways always 
And be a Safety rooter. 

JOHNNY’S WAGON 

Johnny has a wagon new, 

Body’s yellow, wheels are blue, 

Johnny thinks it’s very fine, 

Says with pride, “This car is mine.” 


180 


Safety Programs and Activities 


On the walk he rides with glee; 
“Danger’s in the street,” says he, 
“Walks are made for people, too.” 
That’s why Johnny calls, “Oogha-oo.” 


BICYCLE SAFETY 

If I should get a bicycle, 

I’d know just what to do, 

I’d polish it and clean it, 

And keep it just like new. 

And also when I’d go to ride, 

I’d keep my Safety rule! 

I’d think how a wise child would act, 
I wouldn’t be a fool! 

I’d give the autos right of way, 

I’d never try to hurry, 

I’d have a lovely ride each day, 

And my parents need not worry! 


Songs 

Use those in Programs III and XXVI. 


APRIL 


General Topic: Safe Ways for Springtime Joys. 
PROGRAM XXVIII 

Topics: (A) Safe Ways in April Showers. 

(B) Safe Ways for Our Bird Friends. 

March winds and April showers 
Bring pretty May flowers. 

April showers also bring sadness in these days of rush¬ 
ing motor traffic, to many who do not use Safe Ways. 

Discuss how carrying an umbrella too low may cause 
accidents by preventing one from seeing approaching mo¬ 
tor cars or people. Also discuss dangers from skidding 
cars, and running on wet streets, and importance of dress¬ 
ing properly when going out in the rain. 

Safe Ways for April Showers 

1. I carry an umbrella high enough so I can always 
see what is ahead of me. 

2. I am careful not to hurt others with my umbrella. 

3. I watch out for skidding cars and cars that may not 
stop quickly. 

Slogans and Jingles 

See all ways for Safety. 

Skidding cars cause scars. 

181 


182 


Safety Programs and Activities 

RAINDROPS 


Stop, look, listen, 

When the raindrops glisten. 

Now the street is wet and glassy; 

Watch the cars, my lad and lassie. 

Stop, look, listen, 

When the raindrops glisten. 

AN UMBRELLA 

Here comes an umbrella, 

Walking down the streets; 

You cannot see a single eye 
Watching whom it meets. 

It bumps into a lady 
And hurts a little child; 

It is too bad it does not look, 

But walks so very wild. 

—Cleveland Safety Syllabus 


Safe Ways for Our Bird Friends 

We can do much to make life safer for our bird friends 
and now is a good time to make our plans. Some of the 
things we can do at school and at home are: 

1. Arrange window-sill lunch counters. 

2. Build and put up suitable birdhouses. (Send to 
U. S. Department of Agriculture for Farmers’ Bulletin 
1456, Homes for Birds, and for information about other 
free bulletins about birds in your part of the country.) 

3. Put out bird baths and feeding shelves. 

4. Never rob or destroy birds’ nests. 


April Programs 


183 


5. Learn all we can about birds so that we will enjoy 
them more, and can do more to make them safe. 

PROGRAM XXIX 

Topic: Using Safety Sense in Various Ways. 

Cleaning Fluids 

Gasoline and naphtha are the two fluids most commonly 
used for cleaning clothing. Program VII explains how 
explosive gasoline is and how far the vapor will travel to 
reach a flame. Naphtha is even more explosive than gaso¬ 
line, and often explodes as the result of friction caused by 
rubbing parts of a garment together briskly, especially in 
the case of silks that have a lead filling. Benzine is an¬ 
other petroleum product which is sometimes used for 
cleaning, and is equally explosive. 

These cleaning fluids, if used at all, should never be 
used indoors, even if used when there is no open flame 
burning anywhere in the house at the time, as the vapor 
sometimes hovers near the floor and opening a window may 
not rid the room of it. When using these fluids out of doors 
handle with care and do not dispose of the dirty liquid 
where the vapor is likely to get set on fire by a spark. Do 
not throw it down the sink, either. 

Carbon tetrachloride, which may be purchased at a drug 
store, costs more than explosive cleaning fluids, but does 
the cleaning quite as well and many people prefer the 
added expense to the risk involved in using the cheaper 
fluids. 


184 Safety Programs and Activities 

Benzine is used in some stove polishes and in this form 
has caused many serious accidents and some fatalities. 
Stove polishes that do not contain benzine or other ex¬ 
plosives are satisfactory and safer. 

Safe Ways with Cleaning Fluids 

1. Use a non-explosive cleaning fluid, if possible. 

2. Use gasoline, naphtha and benzine only out of doors 
a safe distance from the house. 

3. Do not light a match or allow smoking near anyone 
who is using explosive cleaning fluids out of doors. 

4. Be careful to dispose of dirty cleaning liquid safely. 

5. Ask your mother not to use stove polish containing 
benzine or any explosive. 

For Younger Children 

Children sometimes play about when an older person 
is using cleaning fluids. One little boy known to the 
writer lit a match out of doors on such an occasion and 
caused an explosion which nearly cost the life of his 
brother, and kept the latter in a hospital for many months 
at great expense. 

A practical Safe Way for younger children is: 

Keep away from anyone who is washing clothes in gaso¬ 
line or naphtha. 

Safe Ways with Garden Tools 

1. Keep hoes and rakes in place when not in use. 

2. Never throw a rake or hoe down with teeth or sharp 
edge sticking up. 


April Programs 


185 



Courtesy The Denver Post 

Street Play Is Dangerous! 

Safe Ways with Farm Machinery 

Rural schools should discuss the subject of accidents 
resulting from carelessness with farm machinery, includ¬ 
ing tractors, plows, harrows, mowing machines and har¬ 
vesting machinery. See Farm Hazards , in Bibliography. 

Baseball Hazards 

Baseball has some hazards for players and some for 
spectators which can be eliminated largely by the practice 
of Safe Ways as follows: 

For Players 

1. Use a playground or indoor ball in preference to a 
hard baseball. 






186 Safety Programs and Activities 

2. Use a bat with a tape handle. (Tape prevents bat 
from flying out of batter’s hand easily. An indoor bat will 
be safer and better than a regular baseball bat.) 

3. Do not throw a bat after a strike or a hit—drop it. 

4. Do not play ball in the street. 

For Spectators 

1. Stay outside of diamond. 

2. The best place to watch the game is behind the back¬ 
stop. If not behind backstop, do not stand within twenty- 
five feet of batter. 

3. Watch for wildly thrown or wildly batted balls. 

Slogans 

Any game played in the street is a game of chance. 
Carelessness is the mother of catastrophe. 

There’s always a “Catch” in a match. 

Acrostic 

S is for Safety—all through the day. 

A is for Accidents which drive smiles away. 

F is for Fire of which all should beware. 

E is for Explosion—you’d better take care. 

T is for Trouble speeding your way. 

Y is for You—use Safe Ways every day. 

Songs 

Use songs from Programs IX and XXIV. 

PROGRAM XXX 

Topic: Safe Ways with Some of Mother Nature’s Gifts. 


April Programs 187 

Introductory 

This program is intended to supplement the observance 
of American Forestry Week and Arbor Day by bringing 
out the relationship between carefulness and conservation. 

Because thoughts will be turning toward camping and 
campfires more naturally as the school year draws to a 
close, forest fire prevention, which is related so closely 
to the practice of Safe Ways when camping, is included 
in Program XXXIV. 

Dangers to be avoided with animals found in woods and 
forests are discussed in Program XXXI, while water safety 
is covered in Program XXXVI. 

Why We Have National Forests 

Carelessness and wastefulness greatly reduced the for¬ 
est resources given to the people of this country by Mother 
Nature until it was realized that conservation and develop¬ 
ment of remaining forest areas were imperative not only 
to provide lumber for future needs, but as a protection 
against floods. 

Much informative and interesting printed matter about 
our national forests and parks is available in the form of 
free government bulletins, sources of which are listed in 
the Bibliography (Part III). 

Many states have set aside wooded areas as forest 
preserves or parks, as have also many cities and some 
counties and townships. Reforestation projects both large 
and small have been undertaken by various states, by local 
government agencies and by private groups. 


188 


Safety Programs and Activities 


Find out about any national forests or parks that are 
located in your state or in adjacent states; also find out 
about state or local forest preserves, parks and reforesta¬ 
tion projects. Such advantages in the way of wooded areas 
as may be near you can be conserved for your enjoyment 
and the benefit of others only through observance of Safe 
Ways on the part of all who visit them. 

Whether you go for an outing, or make your home 
in the country, learn how to enjoy the outdoors safely and 
make sure that no act of yours lessens the joy or safety of 
other people, or the safety of trees, flowers, birds and 
harmless animals in any place that you visit. 

Look Out for Poisonous Plants and Fruits 

Poisonous plants and fruits are dangers to be avoided 
not only in the woods but along the roadside, in fields and 
vacant lots. Poison ivy, poison sumac and poison oak are 
some of the plants that cause dangerous skin eruptions. 
Some wild fruits are poisonous, and few people are able 
to avoid mistaking toadstools for mushrooms. 

Send to U. S. Department of Agriculture for copies 
of Farmers’ Bulletin No. 1166 on Poison Ivy and Poison 
Sumac , and No. 796 on Edible and Poisonous Mushrooms. 

Safe Ways for Folks and Flowers 

Before you visit the woods this spring decide that you 
will observe the following Safe Ways: 

1. I will not touch any weed or vine unless I know that 
it is not poisonous. 


April Programs 


189 


2. I will not eat wild fruit, berries or mushrooms 
unless I am sure that they are a non-poisonous variety. 

3. I will not pick or dig up wild flowers, plants, or fruit 
in privately owned woods or fields without first getting 
permission from the owner. 

4. I will not pick wild flowers in quantities any place 
unless they are abundant and weedy. 

5. I will not pick more than one out of five from other 
kinds of flowers so as to leave plenty to go to seed. 

6. I will not pull flowers up by the roots. 

7. I will not tear or break off flowers that have woody 
stems. 

8. I will not attempt to take up wild flowers or plants 
to set out at home unless I am sure I can provide similar 
surroundings and soil; for, if I cannot, they will die. 

The Wild Flower Preservation Society, 3740 Oliver 
Street, Washington, D. C., issues much informative printed 
matter on this subject. Send a stamp for list of these 
publications. 

Slogans 

Let the roadside “say it with flowers.” 

Carefulness helps conversation. 

Safe Ways for folks and flowers 
Bring to all more happy hours. 

Song 

Sing “America, the Beautiful.” 

Use some of the springtime songs and poems found in 


190 


Safety Programs and Activities 

school music books and supplementary readers, or send 
for Arbor Day material listed in Bibliography, in Part III. 

First Aid Measures 

It is always best to consult a doctor about any form 
of skin poisoning or infection, but if a doctor is not within 
reach, First Aid measures may be used as follows: Wash 
off with water and pure soap, then apply a dressing soaked 
in cold bicarbonate of soda solution, binding on and keep¬ 
ing it wet to relieve itching and prevent spread of infection. 
A solution of sugar of lead and water is effective in more 
severe cases. Refer to Program XIX for First Aid treat¬ 
ment of internal poisoning. 

Object in Eye 

Hikers and motorists frequently get something in an 
eye, as does nearly everyone at some time or other. When 
this happens do not rub the eye. First try closing both eyes 
so that tears may accumulate and wash out the object. If 
this does not help, pull the upper lid out and down and 
blow the nose hard at the same time. If still unsuccessful, 
have some one look at the lower lid, turning it down gently. 
Remove speck with a corner of a clean handkerchief. 
Washing out the eye with a solution of boric acid by use 
of a dropper or by immersing the upper lid in the solution 
will be found effective sometimes. If these measures do 
not give results and a doctor is not within reach, try rolling 
the upper lid back on a pencil and if the object can be 
seen, remove it with a small swab made by wrapping a 


April Programs 


191 


little absorbent cotton or sterile gauze on one end of a 
match stick or toothpick and dipping in boric acid solution. 
•Boric acid or a couple of drops of castor oil will soothe 
the eye after an object has been removed. 

If acid has entered the eye, neutralize with baking soda 
and water. Lime, lye or other alkali should be neutralized 
by washing out the eye with a quantity of sterile water 
(water that has been boiled and cooled). In all cases of 
eye injuries it is safer to see a doctor as soon as possible. 
No one can afford to run any risks with eyesight. It is far 
too precious. 


PROGRAM XXXI 
Topic: Safe Ways with Animals. 

Introductory 

This program may be presented in connection with the 
national “Be Kind to Animals Week,” which comes in 
April. Children should learn how to guard themselves 
against getting hurt by animals and how to make life safer 
for animals by treating them kindly. 

The American Humane Association, 80 Howard Street, 
Albany, N. Y., will supply a program on kindness to ani¬ 
mals for a two-cent stamp. Children who have animal pets 
will be interested in knowing about a bulletin on First Aid 
for Animals, which also is sent for a two-cent stamp. 

Most animals will not hurt us if we leave them alone, 
but even the tamest animals may hurt us if we mistreat 
them. 


192 


Safety Programs and Activities 

Discussion Suggestions 

If this program is used by a classroom group, pupils 
may tell of their pets and relate experiences they have had 
with animals, both domestic and wild. If used for an 
assembly program, assign topics in advance to different 
pupils who will give one- or two-minute talks thereon. 
Some of the topics might be: 

The Dog—Man’s Best Friend Among Animals 

How Cats May Hurt Us 

When a Dog Is Dangerous 

Poisonous Snakes Found in This Vicinity 

How Harmless Snakes Destroy Enemies of Plant Life 

How Animals Help People 

Will Motor Machinery Ultimately Displace Horses Completely? 

A Visit to the Zoo 

Safe Ways with Animals 

1. Let strange animals alone. 

2. Learn about snakes and other wild life in your 
vicinity. 

3. Never stick your hand inside the cage of a wild 
animal when visiting the zoo. 

4. Never step behind a horse in a stall, without first 
speaking to him. You may frighten him and a horse kicks 
when frightened. 

5. Provide dogs and other pets with plenty of cool, 
fresh drinking water, especially in hot weather. 

6. If you live in town, keep your dog up or muzzled 
during “dog days.” A kind way to keep a dog up is to 
fasten a leash chain to a long wire clothesline, so that the 


April Programs 


193 



Playtime Pals 

These two little boys and their dog are resting after a merry romp with 
a toy balloon. A faithful dog is a safe pet. 


leash will slip back and forth freely. If line is attached 
to a pole or tree at either end, fix an obstruction on the 
line far enough from the pole or tree to keep the leash 
chain from slipping close enough to the tree or pole to per¬ 
mit the dog to wind the chain around it. Be sure that some 
portion of this runway affords shade at all hours of the 
day, and that the dog is supplied with plenty of fresh 
drinking water. A kennel or other shelter also should be 
within reach to protect the dog in case of rain. 

7. When camping or hiking where snakes are numer¬ 
ous, it is a good plan to wear high leggings, as a snake 
rarely strikes higher than the knee. 





194 


Safety Programs and Activities 

Slogans and Verse 

Be kind to animals and they will be kind to you. 

Caution is the oldest child of wisdom .—Victor Hugo 

WOOD FOLK 

The little furred people that live in the wood 
Are friendly, so friendly, if you are real good. 

If you sit near a tree trunk as still as a stone 
And ever so quietly, being alone, 

Make never a motion, make never a sound, 

But sit there as still as a root in the ground— 

Then don’t be surprised if at last you should see 
A rabbit hop by or a squirrel in a tree, 

Or even a wood mouse, that timid small man, 

Who slips through the grass as fast as he can! 

Yes, little furred people that live in the wood 
Are friendly, so friendly, if you are real good. 

—Eleanor Holbrook Zimmerman 
in “Our Dumb Animals” 

KINDNESS 

Be kind in all thy ways to little friends 
That ever may have need of thy concern. 

For kindness is a blessing that depends 
On measure given for a like return. 

Each little furry creature of the wood 

Fills his allotted place in God’s own plan. 

The faithful dog—his worth is understood 
With lasting tribute from the heart of man. 

The feathered minstrel of the meadow trail 
Enhances all the beauty of the morn 
With fitting melody where voices fail, 

Beholding God within the day newborn. 


April Programs 


195 


Be kind in all thy ways to little friends, 

For them each wind some cruel fate may hold. 

True kindness is the sun that ever blends 
The darkest shadows with a tinge of gold. 

-Ruth B. Gabriel in “Our Dumb Animals 99 

Song 

Sing “Onward Guards of Safety,” Program XX. 

First Aid for Animal Injuries 

Always consult a doctor as soon as possible in all cases 
of animal bites. Use First Aid measures as follows: 

Snake Bites. Unless positive that the snake is harmless, 
do these things instantly: 

1. Quickly apply tourniquet (use shoe-lace, necktie, 
bit of cloth, neckerchief, rope, etc.) an inch and a half 
to two inches above the wound. This tourniquet should not 
be tight enough to stop the blood from coming into 
the part. 

2. Quickly make the wound bleed; lay open each fang 
hole with an X-shaped cut made with a sharp knife; 
squeeze gently and rub toward the wound to encourage 
bleeding; if there are no sores or abrasions in your 
mouth, suck the wound and spit out the poisoned blood; 
warm water may be poured on by an assistant, thus en¬ 
couraging the bleeding. 

3. Keep the patient quiet; keep the part bitten as still 
as possible, for muscle movement favors circulation and 
the spread of the poison. 

4. Get a doctor as soon as possible. 


196 Safety Programs and Activities 

5. Wet dressing tends to keep the wound draining. 

6. If possible have some one kill the snake in order 
that the species may be accurately identified so that the 
doctor will know whether it is venomous or not. 

Dog and Cat Bites. Treat as for other wounds, unless 
rabies is suspected. Unless sure that the animal is free 
from this, make tourniquet just above the wound and 
squeeze to encourage bleeding. Cauterize the wound by 
going over it with a red hot wire or nail, iodine or strong 
carbolic acid. Get a doctor as soon as possible. It is very 
important to get the dog. If possible catch it without kill¬ 
ing it, as it is difficult to find out whether the dog has 
hydrophobia after it is killed. If necessary to kill the dog 
to protect others, remove the head, pack in ice and send 
to the nearest health department office or the State Medical 
Laboratory. 

Animal Scratches. Treat these in the same way as for 
other wounds explained in Program X. Cat scratches may 
cause blood poisoning. Disinfect them. 

Insect Stings. Pull out the sting if you can see it in the 
flesh. Apply ammonia water and later cloths wet in cold 
water. 


MAY 


General Topic: Safe Ways in Public Places. 
PROGRAM XXXII 

Topics: (A) Cleaning Up for Safety and Health. 

(B) How Safe Ways Save Mothers Sorrow and 
Worry. 

Introductory 

Clean-up campaigns, Child Health programs on May 
Day, and Mother’s Day observance afford opportunities 
for stressing Safety ideas in a practical way. Clean-up 
activities are promoted earlier in the spring in many places, 
hence it is suggested that subject matter on this topic be 
utilized at the most appropriate time. 

Health and Safety are closely related in many aspects 
of each, and the May Day observance in the interest of 
child health now prevalent throughout the country will be 
a good occasion for calling attention to the fact that 
“Health Ways Are Safe Ways.” 

“How Safe Ways Save Mothers Sorrow and Worry” is 
a good topic for a talk or discussion in connection with the 
recognition of Mother’s Day in schools. 

Clean Ways Are Safe Ways 

Safe Ways discussed in several other programs empha- 
197 


198 


Safety Programs and Activities 


size the relation between Clean Ways and Safe Ways. 
Programs VI and VII discuss fire dangers from ashes and 
rubbish. Program X tells how cuts and scratches are 
caused by broken glass, tin cans and other rubbish, while 
Program XI stresses how falls may be caused by discarded 
fruit pealings and other rubbish. 

While annual and semi-annual clean-up week campaigns 
are essential to rid home and public premises of rubbish 
and dirt that accumulates, despite observance of Clean 
Ways at all times, the latter idea should be stressed. 
Whenever anyone throws away a piece of rubbish or trash 
of any kind instead of disposing of it properly and safely, 
either themselves or some one else has to pick it up at 
some future time in the interest of health and safety. 

Street cleaners are paid by the tax-payers, hence it is 
to everyone’s advantage to lessen this expense by each 
doing his part to keep the streets clean. 

Safe Ways for Discussion 

In addition to appropriate Safe Ways given in Program VI, 
VII, X and XI the following are suggested: 

1. Do not scatter loose paper about, but either burn it safely 
or tie it up until it can be disposed of safely. 

2. Do not allow tin cans to accumulate. If cans are rinsed out 
with water after being emptied of contents, they will not draw 
flies. When allowed to accumulate out-of-doors cans often get 
water in them when it rains and serve as breeding places for 
mosquitoes. 

3. Fill in holes or low places in yards or vacant lots, in which 
water may stand as mosquito breeding places. 

4. Pull up or cut down weeds before they go to seed. 


May Programs 199 

5. Clean-up, paint-up and plant-up for health, safety and 
happiness. 


Slogans and Jingles 

Lend a hand to make our town the cleanest in the land. 

Loose papers cut capers. 

Make the air sweet by keeping streets and alleys clean and 
neat. 


THE STREET SWEEPER 

Sweep, sweep, the cleaner is working, 

He patiently sweeps all the streets about town; 
Sweep, sweep, his work never shirking, 

He picks up the rubbish which you have thrown down. 

Shame, shame to add to his work! 

Oh, help your city to be the cleanest and best; 
Safest for you and your neighbor; 

Let Safe Ways be first, last and always your test. 


Songs 

CLEAN-UP SONGS 
Tune: Sidewalks of New York 

Clean-up, paint-up 
All around the town, 

Boys and girls together, 

Spreading joy around. 

Molly, Jane and Johnny, 

Wherever they’re found, 

Will succeed in keeping 
Things clean the year around. 


200 Safety Programs and Activities 

Tune: Bubbles 

We’re forever wanting clean-up, 

Clean-up helpers for our school; 

We want to show that we can grow, 

That we’re alive and not so slow; 

Clean-up is always needed— 

We will get it, too. 

We’re forever wanting clean-up 
For-, our own dear school. 

—McKinley High School , Chicago 

Courtesy Chicago Ass’n of Commerce 

Suggestions for organizing Clean-up Week Campaigns may be 
obtained from National Clean-up and Paint-up Campaign Bureau, 
Pontiac Building, St. Louis, Mo. 

PROGRAM XXXIII 

Topic: Safe Ways on Public Playgrounds and in Parks. 

Introductory 

Public playgrounds and parks are provided to give safe 
enjoyment to all who wish to use them. 

While most public playgrounds and play courts in parks 
are used by large numbers of people, there are in every 
city and town many children who seldom if ever visit 
either a park or a playground during the summer vaca¬ 
tion. Nor is this always due to distant location of these 
areas. 

Schools can do much to arouse greater interest on part 
of the children by cooperating with the summer playground 
department before school closes. If possible the director 
of the nearest playground should visit the school a day or 



May Programs 


201 


two before vacation begins, and extend a personal invita¬ 
tion to the children to visit the playground. Some special 
event for each day of the first week of the playground 
season will be better than one big opening day program. 

Pupils in lower grades may write letters to their par¬ 
ents telling about the playground, where it is located, 
hours during which the director is in charge, and what 
children may do at different times during the day. 

A trip to one or more of the local parks may be made 
by different classroom groups before school closes and 
during these trips practical instruction may be given on 
how to enjoy the park safely. Time spent thus may well 
be taken during school hours. 

Safe Ways on Playgrounds 

While some of the Safe Ways suggested are more nec¬ 
essary for younger children than for those who are older, 
the latter must bear in mind that little children like to do 
things they see older ones do, and that with the exception 
of those playgrounds that have special apparatus restricted 
for the use of younger children, unsafe practices that 
might not hurt the older boy or girl using them or another 
of the same age, may cause serious injury to a smaller 
child who might happen to be in the vicinity. 

Safe Ways for Swings 

Surveys of playground accidents reveal that more chil¬ 
dren are hurt while playing on ordinary swings than in any 
other way. Younger children should use all of the fol- 



Photo by Florence S. Hyde 
Use Safe Ways with Swings 
Careless use of swings results in many needless hurts. 





203 


May Programs 

lowing Safe Ways. Those who are older may disregard 
Nos. 2, 3, 4 and 6 to some extent. 

1. Hold on tightly at all times. 

2. Sit in the swing; don’t stand up. 

3. Do not permit two children to occupy one swing seat. 

4. Remember, swinging too high is dangerous. 

5. Do not push the swing by taking hold of the feet 
of the child who is swinging. 

6. Wait until motion stops before leaving a swing. 

7. Do not play nearby when another child is swinging, 
as you may be struck and injured if you do. 

8. If your ball rolls under a swing, do not try to get it 
until the swing comes to a standstill. 

Safe Ways for Teeters 

1. Give warning to the person on the other end before 
getting off. 

2. When leaving teeter, the first child off holds his end 
and gradually lets it rise until the other end goes down so 
that the child on it may alight safely. 

3. Do not play around teeters when other children are 
on them. 

4. Do not try to walk on teeters. 

5. Always face each other. 

Other Safe Ways on Playgrounds 

1. Go down slides feet first, not head first or back¬ 
wards. 

2. Do not start down a slide until the one who went 
down ahead of you clears the bottom. 


204 Safety Programs and Activities 

3. When playing quoits, take care that others are not 
struck or injured. 

4. Do not throw sand or stones while playing in the 
sand box. 

5. Do not throw broken glass, tin cans, clinkers or 
stones on the playground, in the sand box or wading pool. 
Pick up such articles when you find them and dispose of 
them in the trash can. 

6. Keep the drinking fountain free of stones, paper 
and other rubbish. 

7. Do not litter up the playground by strewing paper 
or other trash around. Put in trash can or basket. 

8. Do not monopolize a piece of apparatus so that 
others cannot have their turn at using it. 

9. Observe all of the Safe Ways suggested for school 
grounds in Program IX. 

Safe Ways in Parks 

In addition to using Safe Ways 5, 6, and 7 in public 
parks without playgrounds, the following are suggested: 

1. Do not play in or near a park roadway, and look 
to left and right for motor vehicles before crossing such 
a roadway. 

2. Do not pick or damage flowers or plants. 

3. Observe Safe Ways as given in Program XXXVI 
if you go wading, swimming or boating on a lake or stream 
in a park. 

4. Observe Safe Ways for Baseball if you play ball 


May Programs 


205 


on a playground or park diamond, or watch others play. 
(Program XXIX.) 

5. Remember that Courteous Ways are Safe Ways 
for all. 


Slogans and Jingles 

Let’s have more recreation and less wreck-creation. 

The chance-taker is the accident-maker. 

Do not jump in the swings too high, 

Or on the ground you’re apt to lie. 

Song 

PLAYGROUND SONG 

Tune: Sidewalks of New York 

Playgrounds, everywhere, all around the town! 

You’ll be safe and happy if 
You play on your playground. 

You’ll find each day is busy. 

There’s always something to do, 

If you play there every day 
It’s “Safety First” for you. 

Playgrounds, playgrounds, there’s where we belong! 
Boys and girls together, 

We will sing our Safety song. 

We think just where we’re going, 

We look and listen and stop. 

We’ll not get hurt or killed because 
We mind the traffic cop. 

—Massachusetts Safety Council 


206 


Safety Programs and Activities 


Other good songs to use with this program are “Safety 
Trail,” Program X, and for younger children, “Safety 
Kids,” Program III. 

Program XXXVII may be combined with this Program 
if your school closes too early to use it the second week 
in June. 

PROGRAM XXXIV 

Topic: Using Safety Sense When Hiking and Camping. 

Introductory 

Hiking has become a popular and healthful diversion 
enjoyed by people of all ages, and with the approach of 
summer plans are being made for camping trips to places 
far and near. Such outings may bring sorrow rather than 
enjoyment either to ourselves or to others if we do not use 
plenty of Safety Sense. 

Pupils should be reminded of suggestions with refer¬ 
ence to taking liberties with other people’s property and 
Safe Ways for Folks and Flowers, included in Program 
XXX; also Safe Ways with Animals, in Program XXXI. 
Water Safety is covered in Program XXXVI. 

Safe Ways for Hiking 

In addition to those suggested in Programs XXX and 
XXXI, discuss the following: 

1. Walk on the left side of paved highways and other 
roads. (Program IV.) 

2. Do not walk on railroad tracks. (Program XXIII.) 


May Programs 


207 


3. Do not damage property and see that all gates which 
you open are securely closed after you have passed 
through. 

4. Do not run ahead, lag behind or otherwise get sepa¬ 
rated from the rest of the party. 

5. Wear suitable clothing and comfortable walking 
shoes. 

6. Take with your party a small First Aid kit and 
First Aid instruction book. (Program II.) 

Refer to “Safe Ways for Campers and Tourists” for 
additional Safe Ways which hikers should use as occasion 
arises. 


What Forest Fires Mean 

Refer to Accident Facts for Program XXXIV for 
information as to vast losses resulting from forest fires. 

Have you ever seen a forest fire? Probably not, unless 
you live near forest lands. Only those who have witnessed 
such a fire themselves can appreciate fully what a forest 
fire means to those who live in the vicinity and to those 
who undertake to check the spread of such a fire. But the 
vast losses when computed in dollars and cents should be 
sufficient to impress anyone with the seriousness of this 
problem. 

Furthermore, every time a forest fire destroys lumber 
resources, it affects every family in the United States; be¬ 
cause, as the scarcity of lumber increases, prices also in¬ 
crease and this increase in turn brings up the cost of 
home-building and makes rents higher everywhere. 

But for the vigilance of forest rangers and special look- 


208 


Safety Programs and Activities 



Courtesy U. S. Forest Service 
Safety for the Forests 

Our National Forests are guarded against fire and looked after in other 
ways by Forest Rangers, who live in cabins nestled far up in the mountains. 


out officers employed by the government our remaining 
forest resources would soon be wiped out. Lumber now 
destroyed by man-made forest fires would build thousands 
of homes, while the processes required for changing trees 
into homes would give employment to large numbers of 
workmen. 

Carelessness with campfires any place is inexcusable. 
Not only do careless campers cause fires in woods and 
forests, but more than one farm home or other building 
has been burned down as the result of such carelessness. 







May Programs 


209 


Brush and dry weeds often are set on fire and such fires 
frequently burn their way to buildings before being dis¬ 
covered. 

Safe Ways for Prevention of Forest Fires 

The following Safe Ways for the prevention of fires 
are outlined by the U. S. Forest Service as a guide for 
campers and tourists: 

1. Matches. Be sure your match is out. Break it in 
two before you throw it away. 

2. Tobacco. Be sure that pipe ashes and cigar or cigar¬ 
ette stubs are dead before throwing them away. Never 
throw them into brush, leaves, or needles. 

3. Making Camp. Before building a fire scrape away 
all inflammable material from a spot five feet in diameter. 
Dig a hole in the center and in it build your campfire. 
Keep your fire small. Never build it against trees or logs 
or near brush. 

4. Breaking Camp. Never break camp until your fire is 
out—dead out. 

5. Brush Burning. Never burn slash or brush in windy 
weather or while there is the slightest danger that the fire 
will get away. 

6. How to Put Out a Campfire. Stir the coals while 
soaking them with water. Turn small sticks and drench 
both sides. Wet the ground around the fire. If you can’t 
get water, stir in earth and tread it down until packed tight 
over and around the fire. Be sure the last spark is dead. 

Many campers and motorists use gasoline or kerosene 


210 Safety Programs and Activities 

camp stoves. These are less likely to cause forest fires, 
but Safe Ways suggested for other kinds of gasoline and 
kerosene stoves in Program XII should be observed. An 
explosion from such a stove may harm members of the 
party, and start a fire which cannot be put out easily. 

More Safe Ways for Campers and Tourists 

Additional Safe Ways which campers and tourists are 
urged to observe for the sake of their own health and the 
health of others are as follows: 

1. Do not drink water unless you know it is pure. If 
in doubt, boil it and cool it by placing in a covered con¬ 
tainer in a stream. 

2. Do not throw garbage or refuse in streams. Bury it. 

3. Do not leave papers and pasteboard boxes scattered 
around your camp site or throw these along the roadside. 
Burn them if in camp. If not, keep them in your car until 
you have an opportunity to dispose of them properly and 
safely. 

4. Remember that Courteous Ways are Safe Ways. 

5. Carry a completely equipped First Aid kit when 
you go on a camping or motor trip during which you may 
be some distance from a doctor. (Refer to Program II.) 

Safe Ways for Little People 

Discuss the following Safe Ways: 

1. I will always be careful not to cause a fire in the woods. 

2. I will ask my parents to make sure that they do not cause 


May Programs 


211 


fire in the woods by leaving a campfire that isn’t out, throwing 
away lighted matches, and cigarette or cigar stubs. 

3. I will keep away from a campfire, so that I will not get 
burned. 

4. I will not throw empty boxes or papers out of the car 
window when we go riding, but will keep them until we get 
home or some place else where they can be disposed of safely. 

5. I will help pick up papers and trash that may get scat¬ 
tered around when we go camping or on a picnic. 

6. I will not play in a roadway when I go camping or on 
a picnic. 

7. I will stay with the rest of the family and not run away 
where I may get lost. 

Slogans and Jingles 

A dead campfire means a live forest. 

Picnic fires are lots of fun, but put them out when you are 
done. 

Fires are made by fools like me, 

But only God can make a tree. 

Song 

Sing the “Fire Song,” from Program V and “Safety 
Trail,” Program X. 

PROGRAM XXXV 

Topics: (A) How Safe Ways Honor Our Dead Heroes. 

(B) National Safety Measures. 

Discussion Suggestions 

Memorial Day should be more than an occasion for 
honoring our dead heroes by placing flags and flowers on 


212 


Safety Programs and Activities 


their graves and reciting eulogies in memory of their deeds. 
It should be an occasion on which every patriotic American 
resolves anew so to direct his own life that “these dead 
shall not have died in vain.” 

All laws may be regarded as “Safe Ways” because their 
purpose is to protect and safeguard the welfare of the 
people. This is a good time to discuss law observance in 
general and traffic laws in particular. 

Local and state traffic laws discussed previously may be 
recalled at this time and others of importance may be con¬ 
sidered. The meaning and importance of different road 
signs and hand signals is a fruitful and interesting topic. 

The uniform vehicle code adopted by the National Con¬ 
ference on Street and Highway Safety, and recommended 
for adoption in all states, contains a provision for the 
licensing of all drivers of motor vehicles and limits the 
granting of such licenses to persons over sixteen years. 
Find out about the age limit of drivers as provided in your 
state and local laws and discuss the seriousness of dis¬ 
obeying such provisions. Liability of parents or owners 
of cars driven by under-age drivers becomes a serious mat¬ 
ter in case of accident. A good citizen obeys all laws, not 
just the ones that suit his preference or convenience. 

Perhaps your school will want to promote a Safe 
Drivers’ Campaign by getting parents and friends who 
drive motor cars to sign the Safe Drivers’ pledge, as sug¬ 
gested under Community Projects in Part III. This is a 
good subject for discussion. Refer to Bibliography for 
address from which copies of helpful material on this 
topic may be obtained. 


May Programs 213 

National Safety Measures 

National Safety Measures is another topic that may be 
discussed in this connection. Conservation of forest and 
natural resources is discussed from the angle of individual 
responsibility in Programs XXX and XXXIV. 

Other National Safety measures include: 

Coast Guard Service. 

Flood Control. 

National Defense. 

For Younger Children 

Younger children will be interested in discussing how 
they can honor those who died to make our country safe, 
.by using Safe Ways for themselves and others because 
this, too, helps to make our country safe. 

Our homes, our school and our town are all a part of 
our country and all may help to make our town “A Safety 
Town.” Discuss what kind of a town this would be, using 
the rhyme included in this program as a starting point 
from which the children may build up their completed 
conception of Safety Town and its people. Perhaps the 
mayor’s name would be “Will B. Careful” and some of 
the other people would have such names as “Cautious 
Kate,” “Careful Charlie,” “Courteous Clara,” etc. 

SAFETY TOWN 

We’d like a place called Safety Town, 

Where no one ever had to frown, 

Where everyone obeyed each rule 

And none would want to stay from school. 


214 


Safety Programs and Activities 


We’d have neat signs on every street; 

To see the town would be a treat. 

The sidewalks all would be so neat 
That folks would walk with careful feet. 

Slogans 

A good driver believes in signs. 

Signals are for safety. 

Make America more safe by observing all laws. 

Songs 

SAFE WAYS ARE BEST FOR ALL 
Tune: Battle Hymn of the Republic 

The time has come when Carelessness 
No longer reigns supreme, 

He slowly sneaks away for fear 
That surely he’ll be seen; 

We’ll throw our Safety searchlight on 
And tease him with its beam— 

His reign is now a dream. 

Chorus: 

Glory, glory, hallelujah, 

Glory, glory, hallelujah, 

Glory, glory, hallelujah, 

Safe Ways are best for all. 

To the end we’ll fight this battle 
And we’re sure that we will win; 

Safe Ways we’ll make the victor, 

Just as Carelessness has been. 

So recruit to-day, ye soldiers, 

Hearken to the glorious call. 

Safe Ways are best for all. 


May Programs 

A PLEDGE I GIVE 

Tune: There’s a Rainbow ’Round My Shoulder 

There’s a pledge I give my playmates 
And a vow I’m glad to make, 

That keeps telling me to do my part 
For Safety’s sake. 

There’s a slogan I repeat 
Every time I cross the street 
That I’ll do my best to avoid all accidents. 

When I see a little child dart out 
From in back of a parked car 
I will run and try to warn her 
That danger is near. 

There’s a pledge I give my playmates 
And a vow I’m glad to make, 

That keeps telling me to do my part 
For Safety’s sake. 

—Massachusetts Safety Council 

Yell 

Safety up, safety down! 

Safety all around the town; 

Safety here, safety there, 

Safety always, everywhere! 

Rah! Rah! Rah! 

Yes! Yes! Yes! 


215 


JUNE 

General Topic: Safe Ways for Summer Sports 
PROGRAM XXXVI 

Topic: Using Safety Sense with Water Sports. 

Introductory 

1. For some reasons why more Safety Sense is needed 
when enjoying water sports, refer to Accident Facts for 
Program XXXVI, Part III. 

2. Wading, swimming and boating rank among the 
most healthful and enjoyable summer diversions, and the 
danger of drowning will be very slight if all who partici¬ 
pate in water sports will learn Safe Ways and make use 
of them. 

General Suggestions 

1. Many persons would be saved from drowning if more 
people learned life-saving methods and how to apply arti¬ 
ficial respiration to revive persons rescued from the water. 
Junior and senior high schools throughout the country 
are now offering life-saving courses in cooperation with 
the American Red Cross, and all schools that have swim¬ 
ming pools or other suitable water facilities nearby should 
make it a point to offer such courses every year. Full in¬ 
formation may be obtained and arrangements for coopera¬ 
tion made by applying to the nearest American Red Cross 
chapter. 


216 


June Programs 


217 


2. Much can be done by swimming teachers to make 
swimming courses more interesting and more worth while 
from the standpoint of Safety education. Swimmers’ tests 
as outlined by the Red Cross may be passed and buttons 
available from the Red Cross may be awarded to those 
passing each successive test. Water games, races and 
stunts may be employed to good advantage. Send to the 
Chicago Chapter, American Red Cross, 616 South Michi¬ 
gan Avenue, Chicago, Ill., for bulletin on this subject. 

3. Swimming instruction should be included in the 
curriculum of all rural schools which have water facilities 
within reach. If the rural teacher cannot qualify as swim¬ 
ming instructor, there undoubtedly will be some man or 
woman in the neighborhood or a nearby town, who can 
qualify and who will gladly give his or her services gratis 
or for a small fee which can be raised by holding a swim 
meet and water carnival at the conclusion of the course. 

4. “Learn-to-Swim” educational campaigns of city¬ 
wide or county-wide scope have been sponsored as summer 
projects by various agencies, including park and recrea¬ 
tion boards, newspapers, Y. W. and Y. M. C. A., Farm 
Bureaus, Four-H clubs, county agricultural and home dem¬ 
onstration agents, Boy Scouts, Girl Scouts, Camp Fire Girls 
and many other organizations. 

5. Danger signs should be posted near all places in 
streams, lakes and ponds that are unsafe for swimming. 

Safe Ways for Water Play 

1. Keep out of water that is over your head until you 
learn to swim. 


218 


Safety Programs and Activities 


2. Learn to swim at the earliest opportunity. 

3. Never go wading in an unfamiliar place without 
first finding out about depth of water, abrupt slopes and 
other hazards. 

4. Remember that it is possible to drown in shallow 
water, and watch small children when they are leaning 
over edge of bath or laundry tub or playing in wading 
pools or other places which are ordinarily considered safe 
for them. 


Safe Ways for Swimmers 

1. Do not swim in a strange body of water without first 
finding out about shore slopes, holes, location and swift¬ 
ness of current in a stream, existence of cold currents, and 
tides or undertow in a sea or large lake. 

2. Do not swim in deep water until you can swim well. 

3. Choose swimming places where life guards are em¬ 
ployed in preference to those that do not offer such 
protection. 

4. Never go swimming alone. Use the Boy Scout 
“buddy” plan, in which two swimmers always keep near 
each other. 

5. Never go swimming soon after eating a heavy meal. 
Wait at least an hour. 

6. Dive only where water is a safe depth and make sure 
that there are no rocks or other projections against which 
you may strike your head. Learn to dive with your eyes 
open. 

7. Join a life-saving class if you have an opportunity. 
If not, send to Red Cross for life-saving instruction book 


June Programs 


219 



Little Tots Can Learn to Swim 


and practice the simple life-saving methods outlined for 
the junior test. 

8. When swimming where there is no life guard, try to 
have some one on shore with a life buoy and rope, which 
can be thrown in an emergency, or have a boat at hand. 

9. If swimming makes you very tired or gives you a 
weak feeling, have your heart examined and follow your 
doctor’s advice about swimming in the future. 

10. Do not swim in stagnant water. If you use a pool, 
make sure that sanitary measures are observed by other 
swimmers and that those in charge of the pool have the 
water properly disinfected at all times and changed fre¬ 
quently. Some public bathing beaches are frightfully un¬ 
sanitary, also, especially when used by large numbers. 

11. Learn the prone pressure method for resuscitation 





220 Safety Programs and Activities 

of a person who apparently has drowned. (Refer to First 
Aid discussion at end of this program.) 

For Little Children 

1. Keep away from water unless some older person is 
with you. 

2. Learn to swim. (A child who is old enough to attend 
school can learn the rudiments of swimming.) 

3. If you know how to swim, do not go in deep water, 
or any bathing place that has not been pronounced safe by 
an older person. 

Safe Ways in Boats, Canoes and Rafts 

1. Do not use a boat, canoe or raft that leaks. 

2. Do not go in a canoe or raft on a river or in deep 
water, unless you know how to swim. 

3. Carry a life buoy for each person when you go on 
a river or deep lake in a canoe or boat. 

4. Learn how to row or paddle properly before at¬ 
tempting to do so by yourself and learn how to do this in 
the boat or canoe you plan to use. 

5. Sit in the boat so as to keep it evenly balanced, and 
if necessary to move about, do this in a way that will not 
disturb this balance. 

6. Never “fool” in a boat. To do so is an indication 
either of ignorance or inexcusable recklessness. 

Slogans and Jingles 

Learn to swim for safety, health and fun. 

Use Safe Ways in water play 

And you’ll be happy each summer day. 


June Programs 


221 


If you want to stay alive, be careful where you dive. 

Steer clear of persons who dote 
On rocking the canoe or boat. 

If you dive like a feather 
And swim like a stone, 

Stay out of deep water— 

Let swimming alone. 

Remember this before you take 
A dip in ocean, stream or lake; 

To race and duck and dive with vim 
You really must know how to swim! 


Song 

SAFETY ALWAYS 
Tune: Always 

We’ll use Safe Ways always, 

For our happiness, always, 

To use the ways we’ve planned 
Here in Safetyland. 

We lend a hand always, always! 

Guards may not be there, always; 

That’s when we’ll take care, always— 

Not for just an hour, 

Not for just a day, 

Not for just a year, 

But—always! 

First Aid Measures 

When a person has been rescued from the water, first 
find out if he is breathing . If so, do not administer arti- 


222 


Safety Programs and Activities 


ficial respiration. If the victim is breathing but uncon¬ 
scious, use treatment for fainting or shock. This is given 
by raising the feet and leaving the head low, applying 
stimulants such as aromatic spirits near the nose, and rub¬ 
bing limbs and body toward the heart to stimulate circu¬ 
lation. If conscious but weak, give half teaspoonful of 
aromatic spirits of ammonia, in water, or other stimulant 
to renew strength. 

“Schafer” Prone Pressure Method of Resuscitation 

If victim is not breathing, start prone pressure method 
of resuscitation immediately. Seconds count in such an 
emergency. The following method has been adopted by 
the American Red Cross, the U. S. Public Health Service, 
and many other authoritative bodies, for resuscitation in 
all cases of drowning, asphyxiation from inhalation of 
gas, electric shock, and other conditions where respiration 
has ceased. 

1. Quickly place patient, face down, head to one side. 
Extend both arms above the head, bend one forearm back 
so that hand prevents anything getting into mouth or nose. 
(This puts chest in full inspiration.) 

2. Straddle patient’s lower thighs and place wide¬ 
spread hand on patient’s back so that little fingers corre¬ 
spond with the lower line of the patient’s ribs, and thumbs 
on each side of spine, two inches from middle line. 

(Fig. I.) 

3. Operator now swings forward on his knees, pressing 
gently and steadily enough to expel the air evenly from 
the chest. (Expiration, 2 seconds.) Swinging himself back 


June Programs 


223 



Courtesy Bauer & Black 

Fig. 1 

Represents placing hands in position to press forward and downward and 
thus make patient exhale. 



Courtesy Bauer & Black 

Fig. 2 

Shows end of expiration before hands are taken off back so air may 
enter lungs, thus placing them in inspiration, before repeating pressure 
process. 






224 


Safety Programs and Activities 


and releasing the pressure suddenly, the air is drawn into 
the chest. (Inspiration, 2 seconds.) This should be re¬ 
peated so that patient respires 12-15 times a minute. (Fig. 
II.) 

4. Continue until patient is breathing naturally, in 
which case watch closely. The patient usually will show 
signs of returning life within half an hour, but if not, 
continue as long as four hours, unless doctor has pro¬ 
nounced patient dead. 

5. Lose no time. Get to work immediately. If others 
are present, have them assist by putting hand in position, 
see that tongue is forward and throat clear; loosen collar; 
keep body warm. In cold weather get off wet things and 
cover with blankets, coats, etc. Use hot water bottles and 
surface friction. 

6. Never drain patient’s mouth of fluid; the first pres¬ 
sure will drive fluid into back of throat and it drains. 

7. When patient lies on a slippery surface, grasp one 
of his knees between your own and anchor him. 

8. Send for a doctor. Use aromatic spirits of ammonia 
on handkerchief held to nose, or use smelling salts. Keep 
bystanders back so that fresh air gets to patient freely. 

9. Even if breathing, keep patient lying down; remove 
to quiet place where he can rest or sleep for one or two 
hours undisturbed by crowd. Then remove to hospital or 
home, until recovered from effects. 

10. Do not use alcoholic stimulants. Only after patient 


June Programs 225 

is conscious, a few sips of hot water, clear tea or coffee 
may be administered. 

Sunburn, Sunstroke and Heat Exhaustion 

Do not expose any part of the body to the sunlight for 
a long period, without first having accustomed the skin to 
it by a series of short exposure periods. Talcum powder 
will give some protection. Treat sunburn by applying cold 
cream, vaseline or one of the excellent soothing remedies 
now sold in drug stores. Use talcum powder on skin when 
again exposing to sun. 

Heat exhaustion and sunstroke, though due to the same 
cause, require different treatment. In either case call a 
doctor. First Aid treatment for heat exhaustion in which 
the patient is weak and dizzy but not usually unconscious, 
is as follows: 

Take the patient to a cool place, loosen his clothing and 
have him lie down. Do not apply anything cold to the 
outside of his body, but give him small sips of hot water. 
Stimulants should be given, and undue loss of bodily heat 
prevented by extra clothing, hot water bottles, or brisk 
rubbing and by taking hot weak tea or coffee in small sips. 

The patient usually is unconscious in cases of sunstroke. 
His face is red, the pupils of the eyes large, and the skin 
hot and dry with no perspiration. Remove to a cool place 
with lots of fresh air and loosen clothing. Then rub cold 
water or ice over face, neck, chest and armpits. When the 
patient becomes conscious again, give small drinks of cold 
water frequently. 


226 Safety Programs and Activities 

PROGRAM XXXVII 

Topic: Using Safe Ways for a Happy Vacation. 

Discussion Suggestions 

More children are killed and injured in motor traffic 
accidents during June, July and August than at any other 
season of the year. Other special vacation hazards which 
have been covered in preceding programs are those in¬ 
volved in water play, hiking, camping, and use of public 
playgrounds and parks. 

Playing in streets and roadways is largely responsible 
for the summer increase in motor accidents to children, as 
pedestrian accidents far exceed other types of motor acci¬ 
dents in which children are killed or injured. 

Subject matter in Program III may be reviewed with 
special stress on forms and occasions of street play, to 
which attention has been called in Programs XX, XXI, 
XXVI, XXVII and XXIX. Stress danger of playing in 
roadways in parks and forest preserves, running into 
street from playgrounds, and climbing on or following ice 
wagons. 


Other Vacation Hazards 

Drowning ranks next to automobile accidents as a sum¬ 
mer hazard, hence material on this subject in Program 
XXXVI may be reviewed to make sure that children have 
Safe Ways clearly in mind. 

Railroad accidents (other than those to passengers on 
trains) take fourth place as a cause of accidental fatalities 



Courtesy National Safety Council 
A Dangerous Practice 

Climbing on the ice wagon is a dangerous practice, which should be 
avoided by all children who believe that Safe Ways are best. 




228 Safety Programs and Activities 

in February, June, July, August, September and October. 
Refer to Program XXIII. 

Falls rank second to automobile accidents as a cause of 
accidental fatalities every month in the year with the ex¬ 
ception of July, when drowning takes second rank, as 
stated above. Refer to Program XI and discuss ways in 
which children play during summer that may cause falls. 

Outdoor electrical hazards from live wires are discussed 
in Program XXV, as is also the subject of lightning, which 
is of special importance to those who go camping and those 
who live in the country. Poisoning from ivy and other 
plants is a danger to be avoided by hikers and campers 
(Program XXX), as are also dangers from poisonous 
snakes and other animals (Program XXXI). 

Make a summarized list of Safe Ways for Vacation 
Days and have each pupil take a copy home to be posted 
where he or she will see it often and thus be reminded to 
use Safety sense at all times. 

Playground Safety Work 

Safety activities are now regarded as an essential fea¬ 
ture of the summer program on public playgrounds. Safety 
Patrol Officers, either boys or girls, prove a valuable aid to 
the playground director, while Safety clubs and projects 
arouse much interest, and help to prevent accidents on the 
playgrounds and elsewhere during the summer. First Aid 
clubs also serve as an excellent playground activity. 

Playground workers will find the organization plans in 
Part I helpful in this connection, and may refer to Part III 
for project suggestions, while material on appropriate sub¬ 
jects may be selected from various programs in Part II. 


June Programs 229 

Fireworks on Independence Day 

Independence Day brings hazards from fireworks. To 
thousands of parents July Fourth, instead of being an 
occasion for patriotic rejoicing, is the anniversary of the 
tragic death of a beloved son or daughter sacrificed to 
the god of noise and “whoopee”; or of a serious accident 
perhaps involving permanent injury. 

Many cities prohibit the sale of firecrackers and fire¬ 
works by retail dealers and limit fireworks-shooting to 
celebrations in which this feature is taken care of by an 
expert. In other cities it is unlawful to shoot fireworks on 
any other day except the Fourth, while limitations are 
placed on the type and kind of fireworks that may be sold 
or shot within the city. There is much sentiment in favor 
of state laws regulating or entirely prohibiting the sale or 
use of fireworks. Find out about your local laws and dis¬ 
cuss effectiveness of such laws. 

If local laws permit sale and shooting of fireworks, 
discuss the following Safe Ways: 

Safe Ways for a Sane Fourth 

1. Do not take chances with fireworks of any kind. 

2. Do not burn gunpowder. 

3. Do not permit small children to hold sparklers. 

4. Do not hold a lighted firecracker in your hand. 

. 5. Do not light a firecracker while holding other fire¬ 
works in your hand. 

6. Do not pick up a firecracker that did not go off. 
It may explode in your hand. 


230 


Safety Programs and Activities 


7. Do not fool with firearms or dynamite caps. 

8. Do not carry fireworks in a pocket. 

9. Do not throw down a lighted match, and do not 
throw firecrackers toward people, buildings or anything 
that may be set on fire by them. 

10. Instead of running risks with a home display of 
fireworks in the evening, promote and contribute money 
toward a neighborhood or community display handled by 
an adult who knows how to do it safely. 

Refer to program XII for First Aid for powder burns. 

Slogans 

Use Safe Ways for a Sane Fourth. 

Select appropriate slogans from other programs. 
Repeat “Sing a Song of Accidents,” Program III. 

PLAY SOfJG 
Tune: Old Black Joe 

Soon come the days, when blossoms fill each tree, 

Soon come the days, when children all are free; 

Soon come the days, for bat and glove and ball. 

Come out and play and don’t delay, there’s fun for all. 

Chorus: 

Come join us! Come join us! 

Where danger’s far away. 

Come to the playground or the park 
Where we now play. 

—Safety Education 


June Programs 


231 


YANKEE DOODLE SAFETY SONG 
Tune: Yankee Doodle 

When Yankee Doodle came to town, 

Through lane and street and byway, 

He looked around and up and down 
Before he crossed the highway. 

Chorus: 

Yankee Doodle had some pep, 

Dressed up spick and spandy; 

Oh, be careful! Watch your step, 

Like Yankee Doodle Dandy. 

He learned to watch the traffic cop— 

Made “Safety First” his motto; 

And when the p’liceman gave the sign. 

Then straight across he’d trot—oh! 

Come with us and join our band! 

Of dangers please beware. 

We’ll put an end to accidents, 

So all may pleasures share. 

SAFETY ALPHABET 

A-lways cross at crossings. 

B-e careful when getting on or off of cars or other vehicles. 
Carefulness pays. 

D-o not climb the swing rods. 

E*very boy and girl should obey the traffic cops. 

F-ires are dangerous. 

G-ood boys and girls do not play in the streets. 
H-ighways, streets and alleys are not to play in. 

I-n the swings do not go high. 

J-umping from the swings is dangerous. 

K-eep moving in the halls. 

L-ighting matches is dangerous. 


232 Safety Programs and Activities 

M-atches are not made to play with. 

N-ever run in a crowd. 

0-n dangerous hills be careful when sliding on your sled. 

P-lay on the playgrounds. 

Q-uickly go across the street. 

R-ailroad crossings are places to be careful of. 

S-tay on the Giant Stride until it stops. 

T-hin ice is not safe to play on. 

U-se care on icy streets. 

V-ehicles are dangerous things to catch on to. 

W-atch out and don’t get near the swings. 

X-ercise—but not in the street. 

Y-our safety and others’ depends on your carefulness. 

Z-ones of safety are to be observed. 

—Genevieve Parkins 

SAFETY SONG 

Tune: America the Beautiful 

All Safety Council members we, 

The Safety Laws we keep. 

We watch our step—first left, then right— 

We look before we leap. 

We keep off trucks, we keep off cars, 

Each day then gives us joys. 

We let the autos have the street, 

The walk’s for girls and boys. 

Oh, keep us safe and free from harm 
And guide our footsteps, too. 

Oh, teach us to be slow and sure 
In everything we do. 

For Safety’s sake, for Safety’s sake, 

We’ll stop and listen when 

We come to corners of the street; 

No harm can touch us then. 

—Kansas City Safety Manual 


PART III 

PROJECTS AND FACTS 




































Projects and Facts 

SCHOOL PROJECTS 

Safety ideas may be impressed on children’s minds ef¬ 
fectively through the development of Safety projects as a 
part of the regular work in different subjects. 

In addition to the “Safety Town” project outlined, in 
Program XXXV, other floor or sand-table projects may car¬ 
ry out “Safe Home” and “Safe Playground” ideas as 
brought out in discussions suggested by different programs 
in Part II. Safety “Movies,” silhouette and puppet shows 
will arouse much interest among the children. 

Bulletin boards in halls and classrooms may be used to 
display clippings about accidents and Safety work, copies 
of “Safe Ways” adopted by the classroom or the entire 
school, original slogans, rhymes and posters. 

Notebooks and scrapbooks on different phases of Safety, 
First Aid, or Accident Prevention and on such subjects as 
“Our Police Department,” “Our Fire Department,” or 
“Our National Government and Safety” serve as excellent 
projects for pupils in upper grade English, civics and so¬ 
cial science classes. 

First Aid booklets should be designed and developed 
with the idea of making them as compact as possible so 
that the booklets will be of practical use to the pupils not 
only in the home, but to take along on motor or hiking 
trips. 


235 


236 


Safety Programs and Activities 


A good project for a civics or social science class would 
be a community Safety survey, in which information on 
local Safety laws. Safety agencies and officers, extent of 
accidents of various kinds, hazards and suggested improve¬ 
ments would be assembled. 

An all-school project that was carried out with great suc¬ 
cess by District No. 93 in Baltimore afforded recognition 
for no-accident records maintained by different rooms 
from month to month. The manual training department 
constructed a large model of a Spanish galleon ship, which 
was named “Good Ship Caution” and placed in a prom¬ 
inent location in the building. Each classroom was pro¬ 
vided with a white pennant bearing the room number. At 
the beginning of each month the ship was decorated with 
pennants from those rooms that had a no-accident record 
for the previous month, and the pennants remained until 
the next monthly check-up. 

A weekly check-up might prove more satisfactory. Also 
in the event of an accident being suffered by a pupil from 
one room, although caused partially by a pupil from an¬ 
other room, the accident should be charged to both rooms. 

Participation by English classes in the annual essay con¬ 
tests sponsored by the Highway Education Board with the 
cooperation of state superintendents in all states, may be 
encouraged. Send to your state superintendent or to High¬ 
way Education Board, 1723 N Street, N.W., Washington, 
D. C., for information. 


COMMUNITY PROJECTS 

Enlisting the Cooperation of Parents and the 
General Public 

School Safety work will be farther reaching in its effec¬ 
tiveness if the interest of parents and the general public 
is enlisted in various ways. 

One or two community mass meetings during the year, 
arranged jointly by the school and the Parent-Teacher As¬ 
sociation or other civic body, will prove helpful. Some of 
the songs, poems, slogans and yells learned in the school 
Safety meetings may be presented at such gatherings. 
Short talks by pupils offering suggestions as to how the 
home and community agencies may cooperate with the 
school in the interest of Safety would be very effective. 

For Safer Driving 

A Safe Drivers’ club, promoted jointly by the school 
children and the local Motor Club, Chamber of Commerce 
or other civic body, will bring good results. Such a cam¬ 
paign was conducted in Denver by the Denver Post Just 
Kids Safety Club with the cooperation of the Commissioner 
of Safety, Chief of Police, Denver Safety Council and 
Rocky Mountain Motorists'(branch of the American Au¬ 
tomobile Association). 

The appeal came from the 25,000 children enrolled in 
the Just Kids Safety Club, the slogan being: “We’re care¬ 
ful, Mr. Motorist, are you?” 

237 


238 Safety Programs and Activities 

The Safe Drivers’ pledge was published in The Denver 
Post from day to day, and each signer was presented with 
a windshield sticker. Prizes were given each week by 
Rocky Mountain Motorists to the children who turned in 
the largest number of signatures from motorists. One of 
the first members enrolled in the Safe Drivers’ Club was 
Governor William H. Adams. The campaign lasted four 
weeks, and aroused much interest. 

The pledge was as follows: 

I hereby promise that I will obey all traffic regulations, watch 
out for children and pedestrians and drive carefully at all times 
to the end that the appalling sacrifice of life caused by careless 
driving may be stopped and streets and highways made safe. 

Home Safety Survey 

One classroom or an entire school might participate in 
a home Safety survey. An excellent blank for this purpose 
has been issued by the Safety department of the National 
Congress of Parents and Teachers, and a copy doubtless 
can be obtained through your local association. A home 
inspection blank, covering fire hazards and fire prevention 
measures, is issued by the National Fire Protection Asso¬ 
ciation, 60 Batterymarch Street, Boston, Mass. 

Cooperation with the Parent-Teacher association in the 
promotion of a backyard and vacant lot play campaign 
might be undertaken by upper grades or junior high 
school. Suggestions are available from the National Con¬ 
gress of Parents and Teachers. 

Organizations of Junior Firemen have been formed in 
many communities, usually under sponsorship of a news- 


Projects and Facts 


239 


paper. Send to the National Fire Protection Association 
for information and suggestions. 

Send to the National Safety Council for pamphlet “Sev¬ 
en Days for Safety ” if you want to conduct a Safety edu¬ 
cation week in your community. 

Newspaper Publicity 

Most newspapers will publish well written and informa¬ 
tive reports of school Safety activities and projects. News¬ 
papers that have school pages or departments usually will 
give some space to original Safety slogans, stories and 
rhymes by local school pupils. The main requisites in .get¬ 
ting newspaper publicity are a willingness to cooperate 
when a reporter wants a story or picture and ability to fur¬ 
nish promptly those details which a newspaper regards as 
important. 

The first four requisites of a printable news story are 
that it should tell what was done, by whom it was done, 
when and where. All names mentioned, including those 
of teachers, should be given in full. Don’t write Miss 
Smith or Mr. Jones when referring to teachers. Include 
first names or initials. The city editor or Schqol News 
editor of any newspaper will readily advise school re¬ 
porters as to when news stories should reach the paper in 
time for publication while they are still news, kind of 
news or other material that they will be most likely to 
print, and style to be followed in preparation of copy. 

Members of faculty should be identified by giving their 
position in the system, after the name: for example, John 
Jones, Safety sponsor; Miss Mary Smith, music instructor; 
or Mrs. Mabel Smith, sixth grade teacher. 


ACCIDENT FACTS 


Program I —According to reports gathered from several 
states and cities by the National Safety Council, out of a 
total of 100,027 pedestrians injured by motor vehicles in 
those states and cities during 1929, 36,199 occurring at 
street intersections were largely the result of failure on the 
part of the pedestrian to stop, look and wait for a clear 
crossing. 

Of these accidents, 1,274 were fatal, and while no exact 
records are available as to the seriousness of non-fatal in¬ 
juries, one may safely assume that many of the victims 
were crippled for life as the result of their own careless¬ 
ness. In every case, more or less unnecessary pain and ex¬ 
pense were the result. 

These 1,274 fatal accidents represented 30 per cent of 
the total number of pedestrian fatalities reported by these 
states and cities. Other statistics indicate that at least 50 
per cent of all deaths caused by motor vehicle accidents 
occur in pedestrian accidents, therefore of 31,000 persons 
killed in all types of motor vehicle accidents in the United 
States during 1929, about 4,650, or 15 per cent, lost their 
lives because they did not “stop and look” before crossing 
a street intersection. 

Program 11 —Of 100,027 pedestrians injured by motor 
vehicles in several states and cities during 1929, 27,392 
were injured or killed while crossing the street between in¬ 
tersections, and 1,482 were injured or killed while crossing 

240 


Projects and Facts 


241 


an intersection diagonally. Of these 28,874 accidents, 
1,468 were fatal to the pedestrian victim. Figure the per 
cent of deaths caused by all types of pedestrian motor vehi¬ 
cle accidents in the cities reporting which were the result of 
“jay-walking.” If this ratio is applied to the entire eoun- 
try, of at least 15,500 pedestrian deaths caused by motor 
vehicle accidents in 1929, approximately 5,170 persons 
lost their lives during that year because they failed to cross 
only at regular crossings or did not go straight across. 

Program III —Of 100,027 pedestrians injured in motor 
vehicle accidents in a number of states and cities during 
1929, those injured non-fatally while at play in the street 
numbered 16,596, while fatal accidents totalled 597, or 14 
per cent of the total number of all pedestrian deaths report¬ 
ed by these states and cities. Applying this ratio to 15,500 
pedestrian deaths caused by automobiles in 1929, we have 
reason to believe that no less than 1,410 persons lost their 
lives because they played in the street. No records are 
available to show how many of these were children, but 
statistics compiled by various cities show that most of those 
injured or killed by automobiles while at play are under 
15 years old, although older boys who insist on playing 
baseball in the street often are numbered among those in¬ 
jured or killed in this type of accident. 

Program IV —1. Of 100,027 pedestrian motor vehicle 
accidents in a number of states and cities during 1929, 
9,022 were caused by the failure of the pedestrian to ob¬ 
serve signals at intersections. Of this number 196 were 
killed. Applying this ratio to the 15,500 pedestrian fatali¬ 
ties in the United States during 1929, we have reason to 


242 


Safety Programs and Activities 


believe that at least 620 persons lost their lives as the re¬ 
sult of attempting to cross against signals. 

2. No adequate statistics are available to show the num¬ 
ber of persons killed or injured while walking on the 
highway, as these accidents occur in the rural districts, 
most of which have not yet developed detailed accident re¬ 
porting systems such as many cities now use. However, in 
a survey conducted by the National Safety Council through 
questionnaires filled out by rural school pupils in certain 
localities in Iowa, New Jersey and Connecticut, of 487 mo¬ 
tor vehicle accidents reported, 90 occurred while walking 
in the roadway, 45 resulted from running into the road, 
and 45 resulted from playing in the road. This would in¬ 
dicate that failure to use Safe ways is the cause of many 
accidents to rural school children. 

Program V —That more comprehensive education and 
other measures in the interest of fire prevention are impera¬ 
tive is shown by the fire loss records for 1929 as compiled 
by the National Fire Protection Association. The total loss 
of $473,574,019 represented an increase of $8,966,917 
over 1928 fire losses, while the per capita loss increased 
from $3.87 to $3.92. 

Lives lost through fire are estimated as 10,000. Classi¬ 
fication shows that of these deaths 34 per cent occurred 
in the country, and 66 per cent in the city. Of persons in¬ 
jured in fires, 20 per cent were from the country and 80 
per cent from the city. Of those meeting death, 30 per cent 
were children under ten years of age, while 11 per cent 
of those injured were children under ten years. Figure out 
how many children under ten were killed by fire. 


Projects and Facts 243 

Farm fire losses are estimated as $150,000,000 annu¬ 
ally. 

Estimates compiled in 1928 show that the annual cost 
of fire losses, upkeep of fire departments, water supply and 
fire alarm services run considerably above one billion dol¬ 
lars. 

Burns ranked fourth in the list of causes of accidental 
deaths in the United States in 1928, taking third place in 
the months of January, February, March, April, October, 
November and December. Why is fire a greater hazard 
in those months? 

Program VI —Records show that 60 per cent of the num¬ 
ber of fires occur in homes or on home premises, while 62 
per cent of the fire fatalities and 42 per cent of fire injuries 
occur in homes. Can you figure out how many persons Tost 
their lives in home fires in 1929, referring to total number 
of fire deaths as given above? 

Careless handling of matches, cigars, cigarets, etc., 
caused a total fire loss of $34,878,649 in 1929. Twenty- 
five per cent of all fire deaths are attributed to fires ignited 
by open flames, including those in fireplaces and bonfires. 
How many deaths were thus caused in 1929? 

Program VII —Fires caused by defective chimneys and 
flues resulted in losses of $24,486,097 in 1929, while 
stoves, furnaces, boilers and their pipes caused fire losses 
of $24,138,961. Sparks on roofs destroyed property val¬ 
ued at $16,165,690. What percentage of the total fire 
losses does each of these sums represent? Add the three 
sums and figure out how many new homes costing $5,000 


244 Safety Programs and Activities 

or $10,000 each the total loss from these causes would 
build. 

It is estimated that hot ashes alone cause a daily fire 
loss of $18,000. 

Fires ignited by spontaneous combustion caused losses 
of $15,140,576 in 1929, according to estimates of the Na¬ 
tional Board of Fire Underwriters. 

Fire losses chargeable to gasoline, kerosene and other 
petroleum products total $11,000,000 annually, while it is 
estimated that 24 per cent of the fire deaths and 27 per 
cent of the injuries are caused by improper use of inflam¬ 
mable liquids. 

Program IX —A survey made by the National Safety 
Council over a period of five months from September, 
1929, through January, 1930, in schools having an aver¬ 
age enrollment of 246,700 pupils showed 2,906 of these 
pupils had been victims of accidents, 26 resulting in 
deaths during the five months covered. Of these accidents 
990 occurred at school, while 941 took place at home, and 
975 occurred in places other than school or home. 

Thus it will be seen that these children were as unsafe 
when at home or school as they were when on the street or 
in other public places. Of the 26 deaths reported, 12 were 
caused by motor accidents, while 14 were caused by acci¬ 
dents of other types, thus indicating that motor accidents 
are more likely to result in fatalities than any other one 
type of accident. 

Injury accidents reported in this survey caused a loss 
of 11,389 days from school. On the basis of figures ob¬ 
tained in this survey the 30,000,000 pupils enrolled in ele- 


Projects and Facts 


245 


mentary and high schools in the United States probably 
have, during a ten-month school year, 700,000 accidents, 
causing a loss from school of 2,700,000 days and a death 
toll of 6,300 lives. 

If, as reports to the National Safety Council indicate, 
700,000 school pupils are injured during the ten-month 
school year, and as the survey shows, about one-third of 
these accidents occur on school grounds or in school build¬ 
ings, approximately 233,000 accidents result from failure 
to use Safety Sense at school, while about the same num¬ 
ber are due to carelessness in the home. 

Program X —Few facts are available with reference to 
the extent and seriousness of home accidents resulting from 
the careless use of tools and other articles capable of caus¬ 
ing cuts and scratches. 

This type of accident is charged with but 30 fatalities 
in a total of 2,059 home fatalities reported to the National 
Safety Council by police and health departments of certain 
cities and states. However, of 2,744 non-fatal accidents 
reported, cuts and scratches occurred in 392 cases. This 
indicates that cuts and scratches are less likely to be fatal 
than are some other types of accidents, but are sufficiently 
prevalent to demand consideration when discussing Acci¬ 
dent Prevention. 

Program XI —Of 95,086 accidental deaths from all 
causes in the United'States in 1928, 16,893 were the result 
of falls. This type of accident ranked second only to mo¬ 
tor vehicle accidents as a leading cause of accidental fa¬ 
talities in 1928, according to U. S. Census Bureau data. 


246 Safety Programs and Activities 

Falls head the list of causes of home fatalities and, ac¬ 
cording to reports gathered from a number of cities by the 
National Safety Council, falls are responsible for 40 per 
cent of all home fatalities. It is further estimated that 
about one-half of all fatal falls occur in homes, or on home 
premises. 

While motor vehicle accidents cause more fatalities 
among children under 15 years than any other one kind of 
accident, U. S. Census Bureau statistics show that approx¬ 
imately 1,013 children were killed by falls in 1928. 

If, as reports of accident insurance companies indicate, 
falls are responsible for the same proportion of non-fatal 
as fatal accidents, no less than 1,400,000 persons are dis¬ 
abled for longer or shorter periods each year by falls. 
This must be taken as an estimate, of course, but assuredly 
is not an over-estimate. 

Program XII —Asphyxiation caused by inhalation of 
different kinds of gas brought death to 2,715 persons in 
the United States during 1928. January and December 
are the high months for deaths from this cause. Why? 
Approximately $3,000,000 in fire losses annually is due 
to careless handling of gas. 

Deaths from firearms and other weapons numbered 
3,718 in 1928. November is the high month for firearms 
deaths. To what can you attribute this? 

Program XIX —Internal poisoning from foods, medi¬ 
cines, drugs and other poisons killed 2,752 persons in the 
United States in 1928. 

Program XXI —Of 100,027 motor vehicle pedestrian 


Projects and Facts 


247 


accidents reported to the National Safety Council by a 
number of states and cities in 1929, 1,827 were the result 
of hopping rides or hitching on vehicles. Of these acci¬ 
dents 144 were fatal. 

Program XXII —Of accidents referred to above 1,390 
occurred to persons who were getting on and off vehicles 
and of these accidents 58 were fatal. 

Program XXIII —Over 160,000 trespassers on railroad 
property have been killed during the past 40 years, and 
the annual toll still exceeds 2,300 of these fatalities, which 
are wholly unnecessary and entirely the fault of the vic¬ 
tims. Nor are all of these trespassers “hoboes.” That un¬ 
fortunate group furnished only 424 of the 2,336 trespass¬ 
ers killed in 1928; 168 were children under 14 years; 225 
were persons between 14 and 21 years, and 1,426 were 
adults. 

Persons killed at railroad crossings during 1929 num¬ 
bered 2,485, including only deaths reported within 24 
hours. Of those killed 307 were pedestrians struck by 
trains, while 2,085 motor vehicle passengers were killed. 
Of the latter 1,741 were riding in private automobiles, 
337 on auto trucks and only 7 in auto busses. Non-fatal 
railroad crossing motor accidents numbered 6,804. 

Program XXIV —Carelessness in the handling of elec¬ 
tricity and electrical appliances caused a fire loss of $18,- 
632,270 in 1929. Of all fires thus caused, 37 per cent re¬ 
sulted from carelessness with electric flatirons. Other im¬ 
portant causes were improper wiring and overloading of 
circuits. Only 4 per cent of electrical fire losses are found 


248 


Safety Programs and Activities 


in buildings wired properly according to the National 
Electrical Fire Code. 

Program XXV —Electric shock other than lightning 
caused 1,050 deaths in 1928, while lightning killed 448 
persons. The National Fire Protection Association esti¬ 
mates the total farm fire losses due to lightning at $20,- 
000,000 annually, 85 per cent of which could be prevented 
by proper rodding of buildings. What would this saving 
amount to? Here at least is one form of “farm relief” 
that can be brought about by the farmers themselves. It is 
estimated that 72 per cent of the lightning fire losses occur 
on farms. What is the probable total fire loss due to light¬ 
ning in both town and country? 

Program XXVII —Of 10,451 fatal motor vehicle acci¬ 
dents reported to the National Safety Council by a number 
of states and cities, 149 resulted from collisions of motor 
vehicles with bicycles. Of 243,726 non-fatal motor vehi¬ 
cle accidents reported by the same cities 4,710 involved 
bicycles. Of those injured in these accidents 2,364 were 
between 5 and 14 years and 37 were under five years. 

Program XXXI —Deaths caused by poisoning from ven¬ 
omous animals numbered 101 in 1928, while other animal 
injuries resulted in 584 deaths according to U. S. Census 
Bureau reports. 

Program XXXIV —During 1929 there were 134,895 
forest fires which burned over an area of 46,230,120 acres. 
Damage from forest fires in 1929 amounted to $102,055,- 
400. As forest officials assert that 80 per cent of all forest 


Projects and Facts 249 

fires are of human origin, how many fires could have been 
prevented with Safe Ways in 1929? 

Program XXXVI —Drowning ranked second only to au¬ 
tomobile accidents as a cause of accidental deaths in the 
month of July, 1928, and occupied third place in the 
months of May, June, August and September. Deaths from 
this cause during 1928 totalled 8,474, representing an in¬ 
crease of 6.1 per cent over the record for 1927. Of all 
persons meeting death by drowning, 30.5 per cent were 
under 15 years. Of all children between 10 and 14 years 
killed accidentally, 26.2 per cent were drowned, while 15.7 
per cent of children 5 to 9 years meeting accidental deaths, 
were drowned. Of 1,040 accidental fatalities reported by 
a number of cities 271 were due to drowning. 

Aviation Accidents 

According to the Aeronautics Branch, U. S. Depart¬ 
ment of Commerce, 485 persons were killed in civil avia¬ 
tion accidents in 1929. Of this number 227 were pilots 
and 258 passengers. Non-fatal injuries numbered 795, 
of which 347 were severe. About 57 per cent of all acci¬ 
dents were due to errors of personnel; 18 per cent to power- 
plant failures; and 10 per cent to some failure in the 
machine apart from the power plant. Less than 5 per cent 
were attributed to weather conditions. 

Thus, in aviation and other types of accidents, careless¬ 
ness and lack of knowledge are the chief factors which 
bring disaster. With an airplane in proper condition and 
a pilot who understands his (or her) job, flying has fewer 
hazards than any other type of transportation, while reck¬ 
lessness and ignorance make it extremely hazardous. 




































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BIBLIOGRAPHY 



BIBLIOGRAPHY 


COURSES OF STUDY, TEXTBOOKS AND PERIODICALS 

Course of Study in Safety Education, (1928) Automobile Club 
of Southern California, Public Safety Department, Los Angeles, 
California. 

Course of Study in Safety Training for Cincinnati Schools, 
prepared by Teachers’ Committee, (1924) Cincinnati Automobile 
Club. 

Safety Syllabus, prepared by School Committee, (1926) 
Kindergarten through senior high school. Cleveland Safety 
Council. 

Course of Study in Safety Instruction and Training, prepared 
by Teachers’ Curriculum Committee. Kindergarten through 
sixth grade. (1927) Kansas City Safety Council. 

An Introduction to Safety Education, a manual for the teacher, 
with introduction by Dr. Harold Rugg. (1925) National Safety 
Council, Education Division. 

Safety Education, magazine issued monthly by the Education 
Division of the National Safety Council, with colored poster 
supplement. 

Safety at Home, National Safety Council. 

Safety Education in Secondary Schools, by Herbert J. Stack, 
Ph.D., lecturer in Safety Education, Columbia University. Na¬ 
tional Bureau of Casualty and Surety Underwriters. 

CORRELATING SAFETY INSTRUCTION WITH 
OTHER SUBJECTS 

Lessons in Civics for the Six Elementary Grades of City 
Schools, by Hannah M. Harris. Outlines show how Safety train¬ 
ing may be included in the civics course. U. S. Bureau of Edu¬ 
cation. 

A Program of Education in Accident Prevention, with Methods 

253 


254 


Safety Programs and Activities 

and Results, by E. George Payne. U. S. Bureau of Education. 

Education in Accident Prevention, by E. George Payne. Lyons 
and Carnahan, New York. 

Health and Safety in the New Curriculum, by E. George 
Payne and Louis C. Schroeder. American Viewpoint Society, 
New York. 

PSYCHOLOGY OF SAFETY EDUCATION 

Safety for More and Better Adventures, an address by Albert 
W. Whitney; and The Inner Meaning of the Safety Movement, 
by Albert W. Whitney. These two leaflets are free. National 
Safety Council, Education Division. 

Positive Versus Negative Instruction, by James Vaughn, with 
an introduction by Charles H. Judd. An experimental study of 
the effects of various types of instruction on behavior. National 
Board of Casualty and Surety Underwriters. 

FOR VOCATIONAL SCHOOLS AND CLASSES 

Safety Education in the Vocational School, by Max H. Henig. 
National Bureau of Casualty and Surety Underwriters. 

Send to the National Safety Council for information about 
publications on Industrial Safety subjects. 

FIRE PREVENTION 

Publications of the National Fire Protection Association in¬ 
clude many that will prove especially helpful to schools, which 
are available for a few cents each, or without charge. Send for 
list of these publications. 

Publications of the National Board of Fire Underwriters in¬ 
clude the following: 

Safeguarding the Home Against Fire, a fire prevention manual 
for school children. 

Safeguarding the Nation Against Fire, a fire prevention manual 
for high schools. 


Bibliography 


255 


Refer to list of illustrative materials for plays, posters and 
stories on fire prevention. 

FOR RURAL SCHOOLS 

Farm Hazards, a pamphlet of pictures and facts. Single copy 
free. Agricultural Extension Department, International Harvester 
Company, 606 South Michigan Avenue, Chicago. 

Protection of Farm Buildings and Farm Property from Light¬ 
ning, free Farmers’ Bulletin No. 1512, U. S. Dept, of Agriculture. 

Safety Education in the Rural School, manual of suggested 
topics with subject matter of pertinent value. National Safety 
Council. 

Safeguarding the Farm Against Fire, National Board of Fire 
Underwriters; Safety on the Farm, National Safety Council. 

OUTDOOR HAZARDS AND CONSERVATION OF 
NATURAL RESOURCES 

Free bulletins as follows are available from the U. S. Depart¬ 
ment of Agriculture: 

No. 796 Edible and Poisonous Mushrooms 

No. 1166 Poison Ivy and Poison Sumac 

No. 1456 Homes for Birds 

No. 1492 Arbor Day Program 

Send to the U. S. Forest Service, Department of Agriculture, 
for free publications on national forests and forest fire preven¬ 
tion, including Government Forest Work, No. 211, and Forest Fire 
Gontrol, No. 44. 

Forestry Primer and George Washington Bi-Centennial Tree 
Planting pamphlet may be obtained for a two-cent stamp each 
from American Tree Association, 1212-1214 Sixteenth Street, 
N.W., Washington, D. C. 

American Nature Association, 1214 Sixteenth St., N.W., Wash¬ 
ington, D. C., issues much helpful printed matter, including 
Bulletin No. 25, How to Form a Nature Club, and Bulletins on 


256 


Safety Programs and Activities 

Outdoor Good Manners , available to those sending a two-cent 
stamp for each. 

ILLUSTRATIVE MATERIAL 

Safety Posters for Coloring. Set of 12 posters on, street and 
home Safety. Beckley-Cardy Company, 17 East 23rd Street, 
Chicago. 

Colored posters on every phase of Safety are available from 
the National Safety Council, which will furnish information and 
prices on request. 

Plays and stories on fire prevention are available from the Na¬ 
tional Board of Fire Underwriters, which will send information 
on request. 

Some good Safety plays are issued by the National Safety 
Council, which also publishes a book of Safety poems and a book 
of slogans. 

Safety Songs and Stories are issued each year in pamphlet 
form by the Massachusetts Safety Council, 6 Beacon Street, 
Boston. 


LEGISLATION 

Model Highway Traffic Laws and Model Municipal Traffic 
Ordinance pamphlets are available from The National Conference 
on Street and Highway Safety, Washington, D. C. 

STATISTICS 

Accident Facts. Pamphlet containing latest data on extent and 
types of accidents for previous year is published annually by 
the National Safety Council. 

Fire Facts. Pamphlet issued annually by National Fire Pro¬ 
tection Association. 

MOTION PICTURE FILMS 

Schools that have motion picture equipment may obtain many 
excellent films on various phases of Safety education. Send to 


Bibliography 257 

the National Safety Council for information about films available 
from different agencies. 

Interesting films on forest conservation and forest fire preven¬ 
tion are available, rental free, from the Forest Service, U. S. 
Department of Agriculture, which will furnish a list on request. 
Among the best of those listed are “Red Enemy,” 2 reels, “Trees 
of To-morrow,” 2 reels, and “Forest Green or Forests Gray,” 
1 reel. 


FIRST AID AND LIFE SAVING 

First Aid in the Home, a pamphlet distributed free by Metro¬ 
politan Insurance Company. 

First Aid Guide, by Harry W. Gentles, M.B.C.M. Bauer and 
Black, 2500 South Dearborn Street, Chicago. Sample copies sup¬ 
plied to schools free. 

First Aid Textbook, General Edition, American Red Cross. A 
comprehensive book covering First Aid in detail. 

Life Saving Pamphlet, A. R. C. 1005. American Red Cross. 

MISCELLANEOUS 

The Junior Safety Council. A handbook of organization plans 
for school Safety activities. National Safety Council. 

Parliamentary Law for Young People, by Alice Louise Marsh, 
M. A., Box 1273, Asheville, N. C. 

Recreation Manual for Home, School and Community, by Flor¬ 
ence S. Hyde. Address author, 157 Prairie Avenue, Wilmette, 
Illinois. 

ADDRESSES 

National Safety Council, 20 North Wacker Drive, Chicago. 

National Bureau of Casualty and Surety Underwriters. 1 Park 
Ave., New York City. 

National Board of Fire Underwriters, 85 John Street, New 
York, N. Y. 


258 


Safety Programs and Activites 


American Red Cross Publications and First Aid supplies may 
be obtained through any local or county chapter. National head¬ 
quarters are in Washington, D. C. 

National Congress of Parents and Teachers, 1201 Sixteenth 
St., N.W., Washington, D. C. 

National Fire Protection Association, 63 Batterymarch Street, 
Boston, Mass. 




INDEX 


Accident facts, 240-249 
Acetyline gas, 103 
Acid poison, 139, 140 
Acrostics, Safety, 68, 123, 154, 
165, 186 
Alcohol, 135 
Alkali poison, 139, 140 
Animals, deaths caused by, 248; 
first aid for animal injuries, 
195; safe ways with, 192 
Ashs, hot, fire losses from, 244 
Asphyxiation, 104; deaths due 
to, 246 

Aviation accidents, 249 
Awards, safety service, 23 

Backyard play campaign, 238 
Baseball, in street, 46; safe ways 
for, 185 

Begging rides, 145 
Benzine, 184 

Bicycles, 177; accidents with, 248 
Birds, safe ways for, 182 
Boats, safe ways in, 220 
Bones, broken, 101 
Bonfires, 66, 67, 69, 243 
Bruises, 101 
Bulletin boards, 235 
Burning building, how to escape 
from, 80 

Burns, 84, 85, 108, 172, 243 
Busses, 150; public, 151; school, 
152 

Buttons, safety club, 23 


Calcium carbide, 103, 105 
Campfires, 209, 211 
Camping, safe ways for, 209, 
210 

Candles, 73, 114, 115 
Canoes, safe ways in, 220 
Carbon monoxide gas, 103, 105 
Carbon tetrachloride, 183 
Child health programs, 197 
Chimneys, defective, fires caused 
by, 243 

Choking, 96, 97 

Christmas, safety practice for, 
114; candles, 114, 115; decora¬ 
tions, 115; holiday vacation, 
safe ways for, 118; trees, 115 
Cleaning fluids, safe ways with, 
183 

Clean-up week, 197, 198 
Club, classroom safety, buttons, 
23; constitution for, 5; motto, 
10; officers, 5; order of busi¬ 
ness, 8; song, 42; yell, 9 
Coasting, 126, 177 
Code, safe ways, 32; for New 
Year, 121; for tiny tots, 33 
Committee, first aid, 8; informa¬ 
tion, 8; program, 7; safe play, 
7; safe ways code, 7; school 
safety, 10; teachers’ safety, 23 
Contests, essay, 236; no-accident, 
236 

Correlation with other subjects, 
34 


259 


260 


Index 


Council, School Safety, 10; of¬ 
ficers of, 10; order of business, 
12; personnel of, 11; work of, 
12 

Courtesy, defined, 142; on busses 
and street cars, 150; on rail¬ 
road property, 155; to keep 
ourselves safe, 145; to make 
others safe, 142; when camp¬ 
ing and touring, 210; when 
roller skating, 173 
Crockery, broken, 91 
Cuts, 93, 94, 95, 96, 245 

Disinfectants, 136 
Disinfecting, 91 

Dislocated joints, ligaments, 102 
Dogs, 192, 193 

Drivers’ club, safe, 237; pledge, 
238 

Driveways, playing in, 47, 48 
Drowning, deaths due to, 249; 
resuscitation method, 222; safe 
ways to‘prevent, 217, 218, 219 
Drugs, 136 ' 

Ear, object in, 97 
Electric, iron, 162; hazards of 
defective wiring of, 162; shock, 
171; shock, deaths caused by, 
248; shock, resuscitation from, 
222 

Electricity, indoor hazards from, 
161-164; outdoor hazards from, 
167-170 

Essay, contest, national, 236 
Exhaustion, heat, 225 
Exposure to cold, 134 
Eye, object in, 190 


Falls, deaths caused by, 245, 
246; safe ways to prevent, 98 
Farm machinery, 185 
Fire hazards: bonfires, 66; camp¬ 
fires, 209; candles, 73, 115; 

cleaning fluids, benzine, naph¬ 
tha, 184; decorations, 115; 

electricity, 163, 164; fireplaces, 
75; furnaces, 75; gas, 74, 104; 
gasoline, 74, 184; in Halloween 
fun, 84; kerosene, 73, 74; 

lamps, 73; lanterns, 73; lights, 
73; lightning, 170; matches, 
66; miscellaneous suggestions, 
81; spontaneous combustion, 
75; stoves, 75 

Fire, alarm, sending in, 80; 

chemical extinguishers, 79; 
deaths caused by, 242; how 
to put out, 78, 79; laws about, 
61; losses, 60; injuries caused 
by, 242; Prevention Week, 59; 
property losses from, 243; 
protection, cost of, 243; story 
of, 59 

Firearms, 105; deaths caused by, 
246 

Firemen, junior, 238 
Fireplaces, 75, 243 
Fireworks, safe ways with, 229, 
230 

Fires, farm, 75, 170, 242, 243; 
forest, causes of, 207; home, 
243; losses from, 248; safe 
ways to prevent, 209 
First Aid, booklets, 235; commit¬ 
tee, 8; kits, 44, 207, 210; 
measures, 43 


Index 


261 


First Aid measures for: acid and 
alkali burns, 140; animal bites, 
scratches, 196; asphyxiation, 
108; broken bones, 101; 
bruises, 101; burning building, 
how to escape from, 80; burns, 
84, 85, 108, 172; choking, 96, 
97; committee in safety club 
or council, 8; cuts, 94, 95; dis¬ 
locations, 102; ear, object in, 
97; electric shock, 171, 222; 
exposure, 134; eye, 190; frost¬ 
bite, 134; gas inhalation, 108, 
222; heat exhaustion, 225 ; in¬ 
sect stings, 196; nose, object 
in, 97; nosebleed, 97; poison¬ 
ing, from plants, 190; internal, 
139; resuscitation by Schafer 
method, 222; scratches, 94; 
animal, 196; snake bite, 195; 
sprains, 102; strains, 102; sun¬ 
burn, 225; sunstroke, 225; 
wounds, 94 
Fishhooks, 91 

Flowers, wild, safe ways for, 188 
Flues, defective, fires caused by, 
243 

Foods, tainted, 135 
Forest preserves, 187 
Forests, conservation of, 187, 207 
Forests, national, 187 
Fortunes, Halloween safety, 84 
“Frankie’s Promise,” 69 
Frostbite, 134 
Furnaces, 75, 243 

Games: 

“Crossing the Street,” 42 
Game of Signals, 55 


Halloween Safety Fortunes, 84 
Impersonating Electrical Ap¬ 
pliances, 166 

“Jack and Jill Have Gone to 
Town,” 113 

Safe Ways for Schoolroom 
Play, 140 

Story Plays and Games, 166 
Toy Tag, 119 

“We’ll Show You How We 
Cross the Street,” 39 
Garden tools, 184 
Gas, story of, 103 
Gasoline, safe ways with, 74, 
184; fire losses from, 244 
Glass, broken, 91 
Guides, Safety, 6, 11 

Halloween hazards, 84 
Heat exhaustion, 225 
Highway traffic officers, 53 
Highways, crossing, 36, 50, 51, 
55, 56; walking on, 51-53, 206 
Hiking, safe ways for, 206 
Hitching on vehicles, 126, 148 
Honor roll, safe ways, 22 
Hopping rides, 146 

Ice rink, how to make, 131 
Ice trucks, climbing on, 148 
Infection, from plants, 190; from 
wounds, 90 
Insect stings, 196 
Inter-school cooperation, 23 
Ivy, poison, 188 

“Jay walking,” 41, 241 

Kerosene, 73, 74, 244 
Kite flying, 173 


262 


Index 


Knives, 90 

Law enforcement, 24 
Law observance, 212 
Laws about fire, 61 
Life-saving methods, 216 
Lightning, deaths caused by, 
248; fires caused by, 248; 
protection against, 170 
Lamps, 73 
Lanterns, 73 
Lights, 73 

Marbles, 173 
Matches, 65-72, 243 
Measures to safeguard children, 
24 

Medicines, 136 
Mothers’ Day, 197 
Motion song, “Safety Kids,” 50 
Motor vehicles, accidents with, 
248 

Mushrooms, poisonous, 188 

Nails, 90, 91 
Naphtha, 183, 184 
Narcotics, 136 

National safety measures, 212 
Needles, 91, 93 
Newspaper publicity, 239 
New Year, safe ways for, 121 
No-accident contest, 236 
Nose, object in, 97 
Nosebleed, 97 
Notebooks, 235 

Objectives of safety training, 
general, 31 


Officers, installation of, 18; of 
safety club, 5, 6; of safety 
council, 10; school patrol, 14 
Outcome of safety training, 33 

Parent-Teacher Association, co¬ 
operation of, 19, 237, 238 
Parks, national, 187; safe ways 
in, 204 

Patrol officers, school safety, 14 
Pedestrian motor vehicle acci¬ 
dents, 240, 241, 242, 246, 247 
Pins, 91, 93 
Plants, poisonous, 188 
Play: backyard play campaign, 
238; in roadways, 45, 204, 211, 
226; in schoolroom, 140; in 
snow, 126, 130; in street, 45, 
46, 143, 173, 174, 177, 178, 
185, 226, 241; in water, 217; 
on railroad tracks. 157 
Playground equipment, safe ways 
with, 201-204 

Playgrounds, safety work, 228 
Poems: 

Acrostic, “Careful,” 154 
Acrostic, “Let Care Be Our 
Motto,” 123 
Acrostic, “Safety,” 165 
Acrostic, “Safety,” 186 
Acrostic, “Seven Slim Matches,” 
68 

Beware, 78 
Bicycle Safety, 180 
Bonfire, A, 67 
Christmas Joy bells, 119 
Fire, 78 

Fireman, The, 82 
Good Advice, 133 


Index 


263 


Happiness Twins, The, 144 
How Courtesy Helps, 144 
I am a Match, 68 
In Kite Time, 174 
Jay-Walking Jack, 41 
Johnny’s Wagon, 179 
Kindness, 194 
Lill’s Carelessness, 129 
Little Bo Peep, 149 
Master, The, 63 
Our Patrolmen, 57 
Pay Attention, 159 
Pledge I Give, A, 215 
Raindrops, 182 
Rider’s Rules, 179 
Roller Skate, The, 173 
Safety in the Snow, 128 
Safety Town, 213 
Safe Way, The 37 
Santa and Safety, 113 
Seven Slim Matches, 68 
Sing a Song of Accidents, 48 
Street Sweeper, The, 199 
Tommy’s Sled, 128 
Traffic Policeman, The, 57 
Umbrella, An, 182 
What the Nail Says, 94 
Wood Folk, 194 

Poisons, deaths caused by, 246; 
safe ways to keep from, 135 

Projects, community, 237; school, 
235 

Quoits, safe ways with, 204 

Radio hazards, 162 

Rafts, safe ways with, 220 


Railroads, accidents on, 247; 
safe ways for, 157; trespassing 
on, 155, 156 
Rallies, safety, 23 
Resuscitation, Schafer method 
of, 222 

Roadways, crossings, 36; play in, 
45, 204, 211, 226; walking on, 
51 

Roller skating, 173 
Rope jumping, 173 
Rule of the road, 40 
Running boards, jumping on 
and off, 155 

Safe ways, any place, 33 
Safe ways for: April showers, 
181; baseball, 185; birds, 182; 
boats, 220; busses, 152; camp¬ 
ers, 210; canoes, 220; cleanli¬ 
ness, 198; fire prevention, 66, 
73, 74, 75, 104, 183, 209; es¬ 
cape from fire, 81, 82; flow¬ 
ers, 188; hiking, 206; outdoor 
play, 173, 177, 179; private 
vehicles, 155; rafts, 220; rail¬ 
road tracks and trains, 157; 
sane Fourth, 229, 230; school¬ 
room play, 141; street cars, 
151; streets and roadways, 
36, 40, 45, 50, 51, 148; swim¬ 
mers, 218, 219, 220; teeters, 
203; tourists, 210; toy vehicles, 
177; vacation, 118; water play, 
217, 218; winter sports, 127, 
128, 130-132; younger children, 
67, 77, 82, 92, 93, 100, 107, 
138, 148, 157, 164, 170, 184, 
210 


264 


Index 


Safe ways honor roll, 22 
Safe ways in parks, 204; school 
buildings, 86 

Safe ways on playgrounds, 201, 
203; school grounds, 87 
Safe ways to avoid being poi¬ 
soned, 135-138; avoid cuts and 
wounds, 90; prevent falls, 98 
Safe ways with: animals, 192, 
193; electricity, 163, 164; farm 
machinery, 185; firearms, 105; 
garden tools, 184; gas, 104 
Safety club, classroom, 4 
Safety councils, departments and 
committees, 10 
Safety courts, school, 20 
Safety thought for dismissal, 35 
Safety town project, 213 
Safety work in schools: how to 
organize, 3; some successful 
plans, 4 
Scalds, 77 

School buildings, safe ways in, 

86 

School children, accidents to, 244, 
245 

School grounds, safe ways on, 87 
School safety patrol officers, 14; 

in rural schools, 17 
Scissors, 90, 91 
Scooters, 177 
Scrap books, 235 
Scratch demons, 93 
Scratches, 89, 93, 94, 196, 245 
Sewing machines, 92, 93 
Signal lights, 51 
Signals, 51, 56 


Singing games: 

“We’ll Show You How We 
Cross the Street,” 39 
“Jack and Jill Have Gone to 
Town,” 113 

Skating, hazards, 130; ice rink, 
how to make, 131; safe ways 
for, 132 

Slides, safe ways for, 203 
Snake bite, 195 
Snakes, 192, 195 
Snow play, 126, 130 
Songs: 

Cheer for Safety, 58 
Clean-up Songs, 199 
Crossing the Street, 38 
Fire Song, 63 
Fire Wardens, 78 
Hail for Safety, 165 
Join the Safety Ranks, 42 
Keep Off the Streets, 49 
Onward, Guards of Safety, 144 
Our Watchword, 160 
Playground Song, 205 
Play Song, 230 
Safe Play Song, 176 
Safe Ways Are Best for All, 
214 

Safety Always, 221 
Safety Kids (motion song), 50 
Safety Song, 129 
Safety Trail, The, 94 
Safety Ways, The, 149 
Sing a Song of Safety, 88 
Slogans and Signals, 57 
Take a Long Look, 38 
Then You’ll Be Safe, 150 


Index 


265 


Yankee Doodle Safety Song, 
231 

Sparks, fires caused by, 243 
Sponsor, safety, 11 
Spontaneous combustion, 75, 244 
Sprains, 102 

Steam and hot water, 77 
Stoves, 75, 243 
Strains, 102 

Street cars, safe ways for, 151 
Streets, coasting on, 126; cross¬ 
ing, 36, 40, 43, 50, 51, 55, 56; 
play in, 45, 46, 143, 173, 177, 
186, 226, 241; wet, 181 
Sumac, poison, 188 
Sunburn, 225 
Sunstroke, 225 

Surveys, safety, community, 236; 
home, 238 

Swimming courses, 217; learn to 
swim campaigns, 217; safe 
ways for, 218 
Swings, safe ways for, 201 


Tag, 173 

Teachers’ safety committee, 23; 
general suggestions for, 29; 
suggestions to, for using pro¬ 
gram material, 29 
Teeters, 203 

“Tom’s Christmas Shopping,” 

120 

Tools, 184 

Toy vehicles, 177 

Toys, dangerous, 111; safe, 109; 

safe ways with, 112 
Tricycles, 177 

Umbrellas, 181 

Vacations and holidays, 118, 226 
Vehicles, private, 154 

Wagons, coaster, 177 
Water play, 218 
Winter sports, 125-128, 130-132 
Wounds, 89, first aid for, 95 

Yells, 9, 49, 107, 165 















































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